El presente artículo pretende determinar la relación de la educación en la generación de equidad social, a través de varios aspectos multidimensionales en los cantones del Ecuador, tomando como referencia el período 2010, debido a la pertinencia de los datos en las fuentes consultadas. La técnica utilizada se basó en las estimaciones econométricas con datos de corte transversal de los 224 cantones de Ecuador se realiza mediante un análisis de componentes principales (ACP) que identifica una estructura común en los cantones del país para detectar características que contribuyen a determinar si un territorio es más o menos desigual, posteriormente se agrupan y se visibilizan mediante un análisis de conglomerados (AC). Los resultados evidencian que aquellos cantones que presentan menos años de escolaridad mantienen mayores niveles de pobreza, y además están relacionados a otras variables como ocupaciones primarias, discapacidad, embarazo adolescente, familias extensas y altos niveles de pobreza, por lo que no han logrado reducir sus brechas sociales; por lo contrario, los territorios con mayores años de escolaridad tienen bajos índices de inequidad y se vinculan a mayor diversidad de actividades económicas. Finalmente, el estudio demuestra la existencia de una correlación entre educación y equidad social.

This document describes the didactic sequences developed within the framework of the Communication and Political Marketing subject. The objective is to provide tools that favor the teaching-learning process based on the recovery of prior knowledge regarding theoretical and procedural content, where the didactic sequences generate contextualized learning, focusing on the strengthening of cognitive skills with a focus on performance competencies that contribute to solving everyday problems; considering that all learning action must be based on the planning and incorporation of methodologies and strategies, which, maintaining a sequential order, establish a relationship between: content and reality; contents -knowledge and experiences of the students, contents and didactic resources, understanding the pertinence of these relationships with the levels of curricular specification. It starts from the question "what is the relationship between the theoretical content, the strategies, the problem situations and the knowledge needs of the students". The methodology assumes characteristics of a basic, non-experimental, descriptive-explanatory research, in such a way that the systematization is referred to the learning experiences developed in classroom scenarios with 88 students of the eighth level of the sociology career, during four academic periods, where The class plan has been taken as a basis, sequentially integrated by four components: experience (familiarization), reflection (reproduction), conceptualization (production) and application (create), where activities such as reflective dialogue, formative research, idea generation (brainstorming, logical relationships); organization, hierarchy, elaboration of schemes and evaluation that make possible the achievement of the competences reached in each academic day. The results show that the applied strategies have contributed significantly to improve the ways of learning students.