Systematization of Teaching Practices in Early Childhood Education (Introduction to Literacy and Mathematical Logic) and General Basic Education (Language, Mathematics) in Educational Institutions in Cotopaxi, Imbabura, and Pichincha (Phase 1)

This project aims to systematize and analyze data collected from a previous investigation (2015) concerning teaching practices for literacy and mathematical logic in Early Childhood Education, and language and mathematics in the first three years of General Basic Education (EGB) across public and private institutions in Pichincha, Cotopaxi, and Imbabura. The primary goal is to identify the actual implementation of the ministerial curriculum and the diverse ways teachers execute it. Utilizing Pierre Bourdieu's sociological concept of 'habitus,' the project seeks to explain the underlying schemes generating these pedagogical practices and why limited curricular modifications persist. The methodology is inductive, following Jara (2013) recommendations, and involves three stages: reconstruction of the lived experience (reviewing field data, diaries, and interviews), analysis and reflection (confronting data with the habitus concept), and presentation of results and conclusions. Direct beneficiaries include Pedagogy and Intercultural Bilingual Education programs, as well as teachers in the involved levels, gaining firsthand insight into the Ecuadorian context.<br/><br/><b>Goal</b>: <br/>To determine, using the concept of habitus, how the field of teaching practices for mathematical logic, literacy, and language/mathematics is constructed within early childhood and general basic education in the Ecuadorian educational system.<br/><br/><b>Research lines</b>: <br/>Practices in school life