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Prof. Dr. Paola Magnano
Kore University of Enna
Italy

Prof. Dr. Gabriela Topa
Social and organizational Psychology, Universidad Nacional de Educacion a Distancia
Spain

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Home > Archives > Vol. 9 No. 6 (2024) > Research Articles
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2024-03-13

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Vol. 9 No. 6 (2024)

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Research Articles

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Posso-Pacheco, R. J., Cóndor-Chicaiza, M. G., Cóndor-Chicaiza, J. del R., Paz-Viteri, B. S., Giráldez, V. A., Sanmiguel-Rodríguez, A., & Bravo, N. A. O. (2024). Analysis of discursive patterns for curricular contextualization. Environment and Social Psychology, 9(6). https://doi.org/10.54517/esp.v9i6.2133
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Analysis of discursive patterns for curricular contextualization

Richar Jacobo Posso-Pacheco

Ministry of Education of Ecuador

María Gladys Cóndor-Chicaiza

Municipal Educational Unit Eugenio Espejo

Jannet del Rocío Cóndor-Chicaiza

Municipal Educational Unit Eugenio Espej

Bertha Susana Paz-Viteri

National University of Chimborazo

Victor Arufe Giráldez

University of A Coruña

Alberto Sanmiguel-Rodríguez

Nebrija University, Hoyo de Manzanares

Norma Amabilia Ortiz Bravo

Central University of Ecuador


DOI: https://doi.org/10.54517/esp.v9i6.2133


Keywords: contextualization, curriculum, equity, learning, COVID-19


Abstract

With the application of remote education due to the pandemic, Ecuadorian teachers contextualized the curriculum to the needs of their students. The objective was to analyse emerging dialogue patterns during the COVID-19 pandemic, focusing on teachers’ experiences and stories about their interaction with their students. The research was qualitative in which the method of indirect observation of the transcription of 73 semi-structured interviews with teachers from educational institutions in Ecuador was applied through the Zoom platform. To analyze the results, they were categorized and conceptualized following the triple pattern of dialogue and discourse proposed by Mehan in its three dimensions: initiation, response and evaluation. Three phases were established: construction of the final indirect observation instrument; quality control of the information so that there is no subjectivity through the agreement of the criteria of three research authors; and the interpretation of indirect observation through contextualization by curricular contents, methodological strategies and didactic resources. It is revealed that teachers demonstrated remarkable adaptation during the COVID-19 pandemic, focusing on emotional containment and creativity.

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