Legitimación de la acción educativa en el décimo grado de educación general básica de una unidad educativa fiscal cuencana a través de la creación de comunidades de aprendizaje.

Abstract

Abstract: This research was conducted in a public school in the south of the Republic of Ecuador. The subjects of study were 34 students (of which 28 were women and 6 men), 14 teachers and 14 parents. The time devoted to the research was 19 weeks corresponding to the pre-professional practices of the eighth and ninth cycle of the National University of Education of Ecuador. In order for educational practices, as conceived in Ecuador, to be accepted by students, they need to be “legitimized”. The concept of legitimacy was developed based on several sociological theories such as Habermas, Weber, Durkheim, Freire and Arrow, among others. A qualitative approach and ethnographic method were used in the methodological framework. The data collection instruments were: unstructured interviews, surveys and field diaries. The results show that the subjects of studies do not agree with the educational system. Based on the data analysis, it was concluded that an educational methodology based on dialogue is necessary where decisions are made by consensus between the educational system and students, parents and teachers. The creation of a learning community like the one proposed by Elboj, Puigdellivol, Soler y Valls (2006) is suggested to legitimize educational practices in the way students want.