Aesthetic Appreciation and Comprehension of Pre-Hispanic Myth in Childhood

Abstract

Pre-Hispanic mythology represents an important component of Latin American cultural heritage and may serve as a resource for identity formation during childhood. The aim of this study was to analyze the comprehension and aesthetic appreciation of pre-Hispanic myths among primary school students in Mexico and Peru. A qualitative, cross-sectional exploratory–descriptive design was employed. Data were collected through a semi-structured questionnaire with open-ended questions designed to explore narrative comprehension, symbolic interpretation, and students’ interest in the texts. The study population consisted of 92 students selected through non-probabilistic convenience sampling. The results indicate that most students demonstrated basic or advanced levels of comprehension of the mythological texts and expressed a positive aesthetic response, reflected in their interest in learning about and sharing additional myths. Although differences in written expression across contexts were observed, these did not affect the overall pattern of positive reception. In conclusion, pre-Hispanic mythology contains narrative and symbolic elements that suggest its potential usefulness as an educational resource in primary education. Further research in diverse school contexts using different methodological approaches is recommended.