Migración e inclusión: Retos en el sistema educativo ecuatoriano

Toapanta, Alex German Panizo

doi:10.32719/26312816.2019.2.2.3

Cited by 4 publications

(4 citation statements)

References 9 publications

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“…Education should aim to foster cognitive development by providing opportunities for critical thinking, creativity, and problem-solving. Additionally, education should recognize the interdependence between cognitive, emotional, and social dimensions of human beings and integrate these dimensions into learning experiences (Immordino-Yang et al, 2019;Contreras-Sanchez et al, 2023).…”

Section: Complexity Of the Human Beingmentioning

confidence: 99%

Jack of all trades, masters of everything: From a specialized to a generalized way of teaching and learning in higher education

Favela Camacho

2024

IE REDIECH

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In the context of advanced technology, increased knowledge, complex problems, and global issues, topics related to science and education need to be reimagined and deconstructed. All the proposed pedagogies developed throughout history need to be assessed to figure out which one would be the most suitable according to the current times. Although all of them offered some advantages and worked in their respective sociohistorical contexts, a theorical and pragmatic view should be used to get the best of those pedagogies. Polymathic pedagogy is the proposed way of teaching and learning, where the main educational actors (students-teachers) work together around a systemic paradigm, grounded in the ideal of the unity of knowledge, in which disciplinary, interdisciplinary, multidisciplinary and transdisciplinary approaches draw different theoretical and practical perspectives on the learning-teaching process that influences the biological, psychological, and social aspects of the individual, including the environment. An integrative and holistic approach of all the systems does not mean that the individual needs to acquire and accumulate merely information. Instead, it is a pragmatic way of choosing the appropriate knowledge and applying it in an adequate context.

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Section: Complexity Of the Human Beingmentioning

confidence: 99%

Jack of all trades, masters of everything: From a specialized to a generalized way of teaching and learning in higher education

Favela Camacho

2024

IE REDIECH

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“…La evaluación curricular es incipiente: se refiere a un modelo de evaluación en estado de incubación que aún no se ha implementado completamente. Desde las nociones de Morales et al (2019) y Panizo (2019), esto significa que aún no se han realizado todos los pasos necesarios para establecer un sistema de evaluación completo y eficaz. Por lo tanto, aún hay mucho trabajo por hacer para fortalecer la evaluación curricular.…”

Section: Existen Las Prácticas Pedagógicas Interculturales Desde Lo A...unclassified

“…Se identificó que la institución se ubica en el cuartil más bajo del nivel táctico, este factor está asociado a una estructura ineficiente, la falta de recursos, la ineficiencia en la toma de decisiones, la falta de motivación y la falta de innovación. Esto puede llevar a una disminución en la productividad, y un riesgo alto en el descenso de calidad del servicio educativo (Peña, 2019;Panizo, 2019;Guerrero y Soler, 2020). Desde esta orientación el participante_5 afirma; "[…] falta capacitación en la gestión pedagógica, es necesario que los profesores sean gestores.…”

Section: Conclusionesunclassified

La gestión y el currículo en la resignificación de la identidad afrodescendiente

Ortiz Domínguez,

Sánchez Buitrago

2023

latinoamericana

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El presente estudio tiene como objetivo principal analizar y validar la efectividad de la gestión curricular incluyente en el contexto afrodescendiente en una institución del Caribe colombiano en los niveles básica primaria y secundaria, como una herramienta para generar un nuevo significado de las condiciones interculturales de las comunidades afrodescendientes en Colombia. Para llevar a cabo este estudio, se utilizó un enfoque cualitativo etnográfico de alcance descriptivo, involucrando a los directivos de la institución como participantes clave. Se utilizó una matriz de datos parametrizada y se realizó una entrevista a profundidad para recopilar la información necesaria. Los hallazgos de este estudio revelan que, actualmente, existe un nivel de gestión táctico y se han identificado deficiencias en la adopción e implementación de un currículo intercultural en la institución estudiada. Esto implica que aún existe un bajo nivel de adaptación a nuevos entornos complejos en el marco de la interculturalidad. Como conclusión clave, se establece que mejorar los procesos de gestión curricular podría ayudar a orientar la incorporación de planes y acciones con un enfoque étnico, promoviendo así una mayor adaptación y comprensión de las condiciones interculturales de las comunidades afrodescendientes en Colombia. La gestión del conocimiento se posiciona como una herramienta fundamental en este proceso, ya que permite la generación de nuevo significado y el desarrollo de estrategias inclusivas que promuevan una educación másequitativa y respetuosa de la diversidad cultural.

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“…The United Nations advocates international cooperation in support of teacher training, particularly to assist the most vulnerable groups [5]. Training and capacity-building for interculturality is a priority for both the Ecuadorian [6] and Spanish [7] education systems.…”

Section: The Sociocultural Dimension Of Education: the Socio-critical...mentioning

confidence: 99%

Cooperative Teaching Practices: The Experience of Multicultural Coordination between Spain and Ecuador

Romo,

Romo

2023

Education Sciences

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This study presents the results of an analysis of teaching practices within the Master’s Programme in Teacher Training and Development, a collaborative Master’s coordinated by the University of Salamanca (Spain) for the Ecuadorian Teacher’s professional development. The objective is to reflect upon and analyse the Practicum processes from the multicultural model based on cultural pluralism complemented with a socio-critical approach, paying special attention to the dimensions of cultural and educational diversity framed in cooperative processes. In addition to documentary analysis, two Delphi studies were conducted, one involving administrators of educational centres hosting student teachers, and the other involving personnel responsible for Practicum management. The findings emphasise the importance of cooperative and collaborative processes involving all professionals from both countries, for binational teaching practices to respond constructively to the educational challenges of cultural diversity arising from globalization. The evidence of the elements from the cultural pluralism model provides an excellent reference point for this. The educational challenges of diverse and multicultural societies require responses from a socio-critical approach that analyses reality from broad perspectives such as cultural pluralism that permeates educational interventions, including teaching practices. This is a multidimensional process that requires continuous communication and cooperation processes.

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Migración e inclusión: Retos en el sistema educativo ecuatoriano

Cited by 4 publications

References 9 publications

Jack of all trades, masters of everything: From a specialized to a generalized way of teaching and learning in higher education

Jack of all trades, masters of everything: From a specialized to a generalized way of teaching and learning in higher education

La gestión y el currículo en la resignificación de la identidad afrodescendiente

Cooperative Teaching Practices: The Experience of Multicultural Coordination between Spain and Ecuador

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