National Identity in the Ecuadorian Context: Civic Education Teaching Strategies in the Classroom
DOI:
https://doi.org/10.56200/mried.v3i9.8651Keywords:
Civic education, national identity, teacher training, pedagogical strategy, inclusionAbstract
The central problem is the disconnect between civic education teaching strategies in Ecuador and the students' sociocultural reality, making it difficult to form an inclusive national identity. The objective of the research was to analyze teachers' experiences regarding civic education teaching strategies in the classroom, to identify weaknesses and propose recommendations to improve the formation of a national identity. A qualitative hermeneutic study was conducted with semi-structured interviews of 31 teachers, exploring their experiences and perceptions of civic education teaching, with the instrument being validated by a panel of experts. The results revealed variability in the integration of civic education, a lack of specific training, and challenges in adapting content to local contexts, limiting the effectiveness in forming a national identity. It was concluded that civic education needs greater uniformity in its curricular integration, continuous teacher training, and collaborative spaces to improve its effectiveness in forming an inclusive national identity.
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Copyright (c) 2024 María de los Ángeles González Gavilanes, Juan Carlos Caiza Lara, Nila María Calderón Brito, Kevin Santiago Mullo Cóndor, Elsa Lucía Solano Salazar
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