School Practices and Pedagogical Models of EIB Institutions in Cotopaxi Province: A Case Study in the Parishes of Zumbagua, Pujilí, Toacazo, Tigua, Sigchos

This research focuses on analyzing the characteristics and outstanding features of school practices within Intercultural Bilingual Education (EIB) institutions in the province of Cotopaxi, Ecuador. The fundamental purpose is to determine which pedagogical models are evidenced in the daily educational context, considering that these schools, founded by indigenous communities and formalized after the creation of DINEIB in 1988, aim to value and respect the students' own cultural knowledge and practices. The study addresses the need to characterize the actual implementation of these differentiated models. The methodology employed combines the ethnographic method with non-participant observation of classroom practices. Furthermore, the ethnographic analysis is complemented by the development of a focus group to obtain deeper perspectives. A key antecedent includes observation visits conducted in 2016 to institutions in parishes such as Zumbagua, Pujilí, Toacazo, Tigua, and Sigchos, which generated initial records on the observed educational models, laying the groundwork for the current analysis of the educational reality in these contexts.<br/><br/><b>Goal</b>: <br/>The main objective of this project is to understand the school educational practices in relation to the pedagogical models implemented in the Intercultural Bilingual Education (EIB) institutions located in the province of Cotopaxi.<br/><br/><b>Research lines</b>: <br/>Educational policies, teacher training and interculturality