Danza intercultural shuar como estrategia metodológica activa para desarrollar habilidades motrices en estudiantes de 9 a 12 años: revisión bibliográfica

Abstract

This systematic review analyzed the impact of Shuar intercultural dance as an active methodological strategy for developing motor skills in students aged 9 to 12 years. The objective was to examine how this ancestral cultural expression functions as a didactic resource to enhance motor development and strengthen plurinational identity within educational settings. Following the PRISMA 2020 protocol guidelines, a screening process was conducted using high-impact databases (Scopus, Web of Science, SciELO, and indexed repositories), resulting in a final corpus of nine scientific studies, including postgraduate research and peer-reviewed articles. The findings consistently demonstrate that traditional Shuar dance serves as a highly effective motor stimulus for improving deficiencies in overall coordination, postural control, laterality, and turning movements. Furthermore, its potential as an inclusive pedagogical tool was demonstrated, contributing to improved sustained attention and social interaction among schoolchildren with specific educational needs, such as attention-deficit/hyperactivity disorder (ADHD). By moving beyond the passive nature of traditional behaviorist approaches, this perspective positions students as active participants in their bodily and social learning processes through rhythmic movement. It is concluded that didactically structured Amazonian dance represents an alternative of great axiological value that fosters an authentic dialogue between different knowledge systems and identities within the multicultural context of the national education system. Keywords: ethnoeducation; active methodologies; body expression; school motor skills; interculturality