Estrategia metodológica para promover la contextualización curricular con enfoque inclusivo e intercultural presentes en la educación de jóvenes y adultos en contexto de encierro del Ecuador, durante el período de 2018-2022

Abstract

The author analyzes significant educational experiences of teachers in the education of young people and adults in prison contexts in Ecuador; with this, it is proposed to develop a methodological strategy to promote the curricular contextualization with an inclusive and intercultural approach present in the education of young people and adults in prison contexts in Ecuador, during the period of 2018-2022. The author's perspective recovers what Morin said about the way to face complexity in a non-simplifying way and, for this purpose, he draws on the voice of teachers in the reconstruction of their significant educational practices with the purpose of achieving an "ecology of knowledge" (de Sousa Santos. 2010). The study is descriptive in nature and will advance from the recovery of experiences towards interpretative processes of the phenomena found in the teachers' accounts (Jara, 2021). To achieve this, the author conducted a documentary analysis, elaborated surveys with teachers and authorities, conducted in-depth interviews with teachers and carried out a focus group. This study allows understanding how teachers in prison contexts have given themselves ways to achieve these significant educational experiences of curricular contextualization, with an inclusive and intercultural approach; these contributions will allow improving not only the training of young students and adults deprived of liberty, but will also have an impact on the processes of social rehabilitation.