PRESERVATION OF OCAÑERO LUDIC-CULTURAL HERITAGE THROUGH A PHYSICAL EDUCATION INTERVENTION SUPPORTED BY DIGITAL RESOURCES

Abstract

This research article analyzes the impact of a pedagogical proposal mediated by Information and Communication Technologies (ICT) for the recovery of traditional games in the fifth grade at the Manos, Amor y Semilla School in Ocaña, Norte de Santander. The central problem addresses "playful amnesia" and the increase in sedentary lifestyles caused by globalized digital leisure, factors that jeopardize the generational transmission of knowledge and regional cultural identity. Under a pragmatic paradigm and a mixed-methods approach (QUAL-QUAN) with a descriptive scope, a non-experimental design was applied to a purposive sample of 25 students. The methodology was structured into four fundamental phases: situational diagnosis, instructional design, execution of gamified workshops, and impact evaluation. The results obtained through data triangulation between the pre-test, direct observation, and the post-test demonstrate that the integration of virtual platforms acts as an effective pedagogical scaffolding, succeeding in increasing intrinsic motivation and significantly improving the sociomotor and coexistence skills of the students. It is concluded that technological mediation does not replace tradition but revitalizes it by adapting it to the language of the digital native, allowing students to construct their own knowledge and strengthen their sense of territorial belonging. This research sets a precedent regarding the importance of harmonizing digital modernity with the safeguarding of intangible heritage within the contemporary Physical Education curriculum, demonstrating that innovation can serve as a bridge for the preservation of institutional historical memory and the promotion of social interaction in educational environments.