Estrategia de gestión educativa para promover una educación presencial transformadora utilizando las potencialidades de la modalidad virtual e híbrida en el sexto EGB, de la Unidad Educativa del Milenio Sayausí.

Abstract

This research arises from the impact that Covid 19 had on Ecuadorian education, since this event modified the normal rhythm of the teaching-learning processes. The face-to-face scenarios were replaced by different modalities, as well as digital tools and resources, which allowed the training to continue. Once this critical episode has been overcome, it is important to analyze the impact of this fact and rescue the knowledge acquired in virtual and hybrid education, in order to strengthen the current educational system. Thus, the objective of this project is to develop an educational management strategy that contributes to promoting a transformative face-to-face education using the potential of the virtual and hybrid modality in the sixth EGB, of the "Sayausi Educational Unit". The methodological design used to achieve this goal consists of an interpretive paradigm, a qualitative approach, a descriptive study, and the case study method. In addition, the selected techniques were participant observation, the interview and the bibliographic analysis, while the instruments were the field diary, a script of questions and the bibliographic record. The data obtained in the diagnosis favored the construction of an educational management strategy to promote transformative faceto-face education using the potential of the virtual and hybrid modality in the Sixth EGB, of the "Sayausí Educational Unit". The validation of the proposal was carried out through the focus group. The results show the impact of ICT in teaching, in addition, that teachers and students consider it important to continue using the potential offered by virtual and hybrid modalities, since they make teaching and learning dynamic, interactive and interesting. Therefore, it is important that, in educational institutions, there are management processes that contribute to the transformation of education, so that it responds to the new needs of educational actors and thus be prepared for unexpected events of a social or natural nature.