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How to Cite
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.References
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