Este estudio etnográfico, de carácter cualitativo, se centra en el análisis de la oralidad de la lengua originaria en el aula del quinto grado de primaria, en una institución educativa intercultural bilingüe (EIB), ubicada en el distrito de Taricá, en la región Áncash. El objetivo principal es investigar la forma de utilizar y promover la lengua quechua en contextos escolares. La metodología se basa en técnicas de observación participante y entrevistas semiestructuradas. Los participantes clave involucrados fueron docentes, estudiantes, así como padres/madres de familia, quienes proporcionaron información crucial para la construcción del análisis. El estudio permitió reconocer diversas estrategias didácticas orientadas a fortalecer el uso oral del quechua. En una primera etapa, se aplicaron preguntas a los estudiantes para verificar su comprensión y dominio de la lengua, facilitando así la interpretación de textos en su idioma originario. Luego, se organizaron grupos narrativos donde se compartieron relatos tradicionales en quechua, incentivando la reconstrucción oral de los acontecimientos más significativos. Finalmente, se impulsó la creación y recopilación de canciones en quechua para su interpretación colectiva. Los resultados evidenciaron que el uso oral de la lengua contribuye de manera notable al fortalecimiento de la identidad cultural y lingüística, generando un ambiente de seguridad y valoración que estimula la comunicación sin temor a la discriminación.Kay rurayqa etnográfico, de carácter cualitativo nishqan, chawpishkan qawaynapaq imanutaq rimanchik runashimitaq yachanawasichu pitsqakaq ñiqi sumaq yachaywasichaw (EIB), Taricá, Áncash markachaw. Munashkaman chaana qapaq apu yachananchikpaq imanaw ruratsiy runashimitaq yachaywasichi yapan yachakuykaq. Kay rurayqami kaykan yachatsiy allin rikanataq chaypis kayka tapukuykuna kichaskarurana. Chay kaqmasikuna kamashka kaykan yachatsikuqkuna, yachakuykaqkuna, haykunapis tayta/mamakunapis, llapankuna rimaykallamun chanuyuq willakuyta hatun ruranata rurananchikpaq. Kay kushyapakuy munayan mahiyaatsiy achka wakichayta ruranaq imanuypaq rimaytaq runashimita. Puntata, tapukykunata ruranchik yachakuykaqkunata yachananchikpa imataq yachan chaypis parlapakun runashiminchaw, huaasil rurunalla qillqaykunata kaykananpaq kichwa rimanachu. Haypimi, qutu-qutuchu willanchik achka willayta markanpitaq runashimichu, wamrakuna willayqapimi kikinkuna imataq unaychana parlakaykamu. Pawanachikpa, allipa-tariy utunchik takiyta runashimichu chayta takinchik. Llapan tarikuykuna nimachik runashimuchu ruray rimaykuna sumaq hatun runa kaykanapaq iwayninta rimayninta hatunllanapaq yachakuykaqkunapaq, haynupami tsay kanqannawlla chanin churaykuna rimananpa runashiminchu, mana rakikullay kayka.This qualitative ethnographic study focuses on the analysis of the orality of quechua in the classroom of the fifth grade of primary school, in a bilingual Intercultural Educational Institution (EIB), located in the district of Tarica, in the Ancash region. The main objective is to investigate how to use and promote the quechua language in school contexts. The methodology is based on participant observation techniques and semi-structured interviews. The key participants involved will be teachers, students, as well as parents, who provided crucial information for the construction of the analysis. The study allows us to identify various didactic strategies to promote the oral use of quechua. Initially, questions were asked to the students to ensure that they understood and spoke the quechua language, in order to facilitate their understanding of texts in their original language. Subsequently, narrative groups were organized in which traditional stories were told in quechua, provided that the students orally reconstructed the most relevant events. Finally, the creation and compilation of songs in quechua that were performed collectively was promoted. The findings reveal that the oral use of quechua significantly strengthens the cultural and linguistic identity of students, promoting an environment in which they feel safe and valued when communicating in their original language, without fear of discrimination.