The Role of School Texts in the Planning and Development of Basic Education in Educational Institutions of the City of Quito

  • Ortiz Espinoza, Maria Elena (PI)
  • Alvarez Palomeque, Alba Catalina (CoI)
  • Arizaga Yepez, Maria Jose (CoI)
  • Bolaños Vivas, Robert Fernando (CoI)
  • Cardenas Jacome, Hector Gilberto (CoI)
  • Cardenas Marin, William Orlando (CoI)
  • Diaz Salazar, Holger Rodrigo (CoI)
  • Gallego Condoy, Miriam Bernarda (CoI)
  • Guato Guaman, Guillermo Iban (CoI)
  • Lopez Cepeda, Ivonne Elizabeth (CoI)
  • Narvaez Garzon, Ana Maria (CoI)
  • Raza Calderon, Nelson Anibal (CoI)
  • Salazar Escobar, Elsa Silvania (CoI)
  • Villamar Muñoz, Jessica Lourdes (CoI)
  • Viteri Bazante, Frank Bolivar (CoI)
  • Amores Guaman, Edith Paola (Student)
  • Barcos Cuji, Doris Gabriela (Student)
  • Bastidas Morales, Danniela Salome (Student)
  • Bolagay Villarruel, Michelle Alejandra (Student)
  • Bonilla Mejia, Patricia Fabiola (Student)
  • Cachago Yanacallo, Cynthia Mishel (Student)
  • Cajas Carrion, Estefania Liseth (Student)
  • Calero Cuñas, Daysi Magaly (Student)
  • Cedeño Velez, Rosa Isabel (Student)
  • Chango Escalante, Gemma Paola (Student)
  • Chavez Ortiz, Sabrina Maricela (Student)
  • Chulca Teran, Paola Nathaly (Student)
  • Coro Sigcha, Jhoselyn Pamela (Student)
  • Cuenca Chuga, Stephanie Carolina (Student)
  • Escobar Fombellida, Solanch (Student)
  • Flores Bermudez, Veronica Paola (Student)
  • Garzon Villegas, Giannela Patricia (Student)
  • Guaman Caisaguano, Joselyn Natalia (Student)
  • Guaminga Taco, Katherine Yesenia (Student)
  • Jacome Rios, Ana Maria (Student)
  • Jarrin Mora, Viviana Angelica (Student)
  • Ladino Pinto, Karen Belen (Student)
  • Llivisaca Castañeda, Diana Carolina (Student)
  • Lopez Logacho, Patricio David (Student)
  • Maiguasi Sanchez, Jessica Fernanda (Student)
  • Manangon Cualchi, Carla Anahi (Student)
  • Maridueña Miraba, Maria Fernanda (Student)
  • Martinez Ruales, Patricia Lorena (Student)
  • Matango Heredia, Mayra Veronica (Student)
  • Mejia Campaña, Shirley Dennis (Student)
  • Mena Pabon, Sandra Veronica (Student)
  • Millingalle Herrera, Ceydi Daniela (Student)
  • Moreira Menendez, Jahaira Elizabeth (Student)
  • Ortega Andrade, Yosselinne Veronica (Student)
  • Pachacama Simbaña, Yesseña Fernanda (Student)
  • Pilco Pachacama, Karla Valeria (Student)
  • Rodriguez Farinango, Silvana Esperanza (Student)
  • Sangotuña Arequipa, Rocio Maribel (Student)
  • Santander Porras, Maria Elizabeth (Student)
  • Santos Hidalgo, Evelyn Liliana (Student)
  • Sislema Jimenez, Josselyn Belen (Student)
  • Tenelema Pinenla, Dayana Paola (Student)
  • Toral Ambrosi, Renata Michelle (Student)
  • Untuña Patiño, Carla Nohemi (Student)
  • Yanez Caillamara, Maritza Paola (Student)
  • Yar Huilcapi, Fernanda Elizabeth (Student)
  • Esquivel Esquivel, Germanico Napoleon (Col)
  • Romero Ortega, Armando Lizardo (Col)

Project Details


General objective To determine the role played by textbooks in the planning and development of the teaching-learning process in basic education in the areas of Language, Mathematics, Social Sciences in educational institutions in the city of Quito. Justification A few years ago, the school textbook was used as a resource, among many others, that favored and contributed to the teaching task. It could be dispensed with and could even not be present in each class that the teachers developed. However, in recent years its centrality is becoming stronger and more evident. On the one hand, because for the fathers and mothers of the family, as well as for the State, it represents an expense that has to result in benefits of a curricular and didactic nature. On the other hand, the fact that all teachers follow the same sequence, address the same content, ensures to a certain extent that the curriculum determined by the State through the Ministry of Education is complied with. This centrality of the textbook in education has caused a change in its purpose: it has ceased to be a resource and has become the curriculum that each teacher must develop. This is because more and more textbooks determine the purpose of the class, select the content to be taught and learned, suggest methods or strategies to address said content, provide resources and even determine how and what to evaluate. Although there is much research that analyzes school texts from different perspectives. According to Fernández Reiris (2005), these studies can be grouped into four large groups: “more critical, historical and ideological studies about the content of school textbooks (...); formal, linguistic and psycho-pedagogical studies related to presentation and didactic adaptation (...); studies on cultural policies, editorials and the economy of school textbooks, as well as on processes of design, production, circulation and consumption (...); studies focused on the role of the textbook in the design and development of the curriculum” (pg. 25-26). In each group you can find studies for and against, all have in common the fact of placing in the center of the debate the textbook and try to explain some of its implications from a more didactic-pedagogical or more critical perspective. Even so, of the large number of studies, in Ecuador little has been discussed, investigated, discussed about school textbooks. In thesis, only eight works were found that have the school textbook as the focus of analysis. Critical studies that analyze the gender issue (Pineda, 2011). Sexist and discriminatory stereotypes (Erazo, 2009). Representations about Afro-Ecuadorians (Viveros, 2008). Representations about indigenous people and interculturality (Granda, 2000). Formal studies in relation to the curricular sequence (Garcés, 2004). On language and communication (Espinoza, 2009). Impact on the teaching-learning process (Murrillo. 2018). Analysis of the application for reading comprehension (Díaz, 2014). Only one article was found on the communication of messages in reading texts (Jalil, 1988). There are only two investigations.
Effective start/end date7/11/197/11/21


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