Prácticas y metodologías educativas tradicionales en las instituciones de educación intercultural bilingüe de la provincia de Cotopaxi
The present research has the purpose of analyzing traits of the traditional pedagogical model that is evidenced in the school practices of the EIB of the province of Cotopaxi. The problem was found in the use of traditional methodologies that hinder the integral development of students, as well a...
| Autor Principal: | Panamá German, Diana Estefanía |
|---|---|
| Idioma: | spa |
| Publicado: |
2017
|
| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/14754 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: |
The present research has the purpose of analyzing traits of the traditional pedagogical
model that is evidenced in the school practices of the EIB of the province of Cotopaxi.
The problem was found in the use of traditional methodologies that hinder the integral
development of students, as well as the lack of research that does not allow us to know
the reality of classroom and didactic educational processes, specifically of a traditional
school in rural schools in Cotopaxi. First, we describe antecedents of the EIB in Ecuador
and in the province of Cotopaxi, we analyze concepts of interculturality, intercultural
education, school, traditional pedagogy, pedagogy of the oppressed and behaviorism. The
methodology used in empirical research has a qualitative character. It was based on the
analysis of observation records on school practices in rural schools conducted by students
of the UPS EIB career (period 47). This information was contrasted with the data collected
in the execution of the focus group with the aforementioned students, to finally make a
non-participant observation in the Intercultural Bilingual School in the Community of
Palopo. The results found are related to a use of traditional methodologies within the
school practice in six of the eight schools studied and a teaching role, although not all
cases, linked to banking educational processes that prioritize learning from outside the
context. This research opens the possibility of expanding other works that allow a more
complex understanding of the educational reality of rural schools |
|---|