Systematization of Teaching Practices in Early Childhood Education (Introduction to Literacy and Mathematical Logic) and General Basic Education (Language, Mathematics) in Educational Institutions of Cotopaxi, Imbabura, and Pichincha (Phase 2)

This project aims to systematize and analyze data collected from a prior investigation (2015) concerning teaching practices in literacy and mathematical logic (Early Childhood Education) and language/mathematics (Grades 1 to 3 of EGB) across public and private institutions in Pichincha, Cotopaxi, and Imbabura. The primary goal is to identify the actual implementation of the official curriculum and the diverse ways teachers execute it. Utilizing Bourdieu's concept of habitus, the project seeks to explain the underlying schemes generating these pedagogical practices and why these practices show little modification despite recent theoretical advancements. The methodology is inductive, following Jara (2013) recommendations, structured in three phases: reconstruction of the lived experience (organizing field diaries, observation sheets, and teacher interviews), analysis and reflection confronting the data with the notion of habitus, and finally, presenting conclusions. Direct beneficiaries include Pedagogy and Intercultural Bilingual Education programs, as well as practicing teachers, by providing firsthand information on the Ecuadorian educational 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