Sky times and Andean agricultural worldview from peasant narratives in intercultural early childhood education
DOI:
https://doi.org/10.26490/uncp.sl.2026.10.1.2679Keywords:
rural population, agricultural worker, rural woman, intercultural dialogue, biculturalismAbstract
This research is set in the Andean context, where observation of the sky guides agricultural practices and the daily lives of communities. The objective was to analyze how rural narratives about reading the sky shape agricultural knowledge and its relevance to intercultural early childhood education. Methodologically, a qualitative ethnographic approach was employed, utilizing participant observation, in-depth interviews, and life stories with twenty community members or local elders (inclusion), while others were excluded, under a hermeneutic thematic analysis. The results show that “heavenly times” constitute a complex knowledge system based on the observation of celestial bodies, climatic signs, and natural cycles, transmitted primarily in the Quechua language of the Huamanga Andes (Huascahura and Ccorihuillca Chico). Conflicts with formal education and processes of displacement due to techno-scientific approaches are identified, although this knowledge remains relevant in agricultural organization and early socialization. It is concluded that incorporating this knowledge into early childhood education strengthens interculturalism, revalues the Andean worldview, and contributes to relevant education that is aligned with the sociocultural and productive environment; furthermore, early childhood teachers should develop the teaching and learning process by contextualizing the ancestral wisdom of the Andes.
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Copyright (c) 2026 Guicela Aramburu-Villalta, Marlon Mayorga-Lascano, Heli Ludmer La-Rosa-Huamani, Roly Auccatoma-Tinco, Karen Tatiana Olarte-Dávalos
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