Epistemology of the Curriculum for the Study of Ecuadorian Educational Thinking at UNAE Epistemology of the Curriculum for the Study of Ecuadorian Educational Thinking at UNAE
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Keywords
Curriculum, teacher training, educational thinking, Ecuador, Epistemology
Abstract
Teacher-researcher education in the major of Elementary education at National University of Education (UNAE) requires the study of the Ecuadorian Educational Thinking (Pensamiento Educativo Ecuatoriano, PEE) during the curriculum trajectory corresponding to the different academic cycles. This study is part of the Research Project: Study of the PEE in the UNAE curriculum: Curricular proposal for the Elementary education major (2022-2024). It aims to explore the main epistemological foundations of Ecuadorian thinking as an important part of the curricular proposal that will be delivered to the career at the end of the project. The theoretical construction is carried out within the framework of the Philosophy of education and from the epistemological conceptions of the curriculum of the UNAE Educational Model (2017). The methodology allowed to carry out a descriptive investigation with a qualitative approach and design centered on the method of qualitative analysis of contents to organize, interpret, prioritize and reflect on the information coming from historical documents around the curricular epistemology. It provides epistemological foundations required by the curricular proposal for educating the future teacher-researcher at the Elementary education major. This study builds learning and produces scientific knowledge based on conceptions, approaches and theories about the Ecuadorian educational reality, and its manifestation in works, strategies, discourses and diverse proposals in and for educational practice. The main results include the proposal of epistemological bases, curricular principles, the determination of contents and the characterization of the process for the construction of learning.
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Odalys Fraga, National University of Education, UNAE
Odalys Fraga Luque has vast experience in professional teacher training in higher education for more than thirty years at Félix Varela University of Pedagogical Sciences in Santa Clara, Cuba. She has directed research projects related to the study of Marti's ethics in teacher training, Ecuadorian Educational thinking and the professional teaching identity at UNAE. She has published several articles related to the researched topics that highlight the professional improvement of teachers, her strategies and problems related to the investigation of the pre-professional practice at UNAE. She has trained masters and doctors in Pedagogical Sciences and Education and collaborated with these training tasks in Cuba, Ecuador and Peru. She has served in the Ministry of Education in Caracas, Venezuela in the curriculum department.
Carmen Maricela Cajamarca Illescas, Universidad Nacional de Educación, UNAE
Carmen Maricela Cajamarca Illescas is a tenured professor in the English teaching major at UNAE. She completed her undergraduate studies at Catholic University of Cuenca, with a degree in Education Sciences, with a specialization in English. She was a Scholar in the Master's Program in Curriculum and Instruction in English as a Second Language at Kansas State University. Currently, she is a doctoral candidate in Educational Sciences from the Faculty of Arts Humanities of the National University of Rosario, UNR. Her research interests focus on teaching English to children, curriculum design and evaluation, creativity for sustainable education, teacher creativity, and the construction of EFL teacher knowledge.