Educación Cultural y Artística y transdisciplinariedad: encuentros y desencuentros en la práctica docente

Abstract

The Ministry of Education of Ecuador, in the 2016 curriculum and, currently, in the prioritized curriculum for the health emergency, proposes Educación Cultural y Artística (Cultural and Artistic Education, ECA for its Spanish acronym) as a training space for students. In addition, as a methodological proposal for the development of skills during the pandemic, ProjectBased Learning (PBL) is proposed to generate comprehensive and articulated knowledge. In this sense, this research investigates the meeting points and disagreements between the ECA curricular proposal and other areas from a qualitative approach —through a case study—, and the transdisciplinary perspective conceived and applied by nine teachers of the elementary sublevel at Escuela de Educación Básica “Ciudad de Gualaceo.” It is possible to observe the coincidence regarding the importance given in the curriculum and what is expressed by the teachers to this subject. Differences can also be observed in the planning and application of the subject from the transdisciplinary point of view, and this time, as the axis of the PBL. All this leads to consider the need to strengthen the conceptions and actions of ECA and transdisciplinarity aimed at improve teaching practice and learning.