La discriminación étnica en el proceso de enseñanza y aprendizaje en los niños de segundo de educación general básica. Estudio de caso en una unidad educativa en la ciudad de Quito

Abstract

The following paper aims to analyze ethnic discrimination in the teaching-learning process and its consequences within an educational institution in the city of Quito. The study was conducted as a case study. This research focused primarily on the causes and consequences of ethnic discrimination within the School context and the methodological strategies that teachers can use to eradicate this discrimination. The theorical framework that underlines this research is critical pedagogy with a social focus. The methodology used to achieve objectives and results was qualitative, moving from inductive to deductive reasoning, starting with the observation of a real event and then returning to the strategies that teachers can use in the classroom based on scientific categories. The instruments used for the results of this work were interviews and pedagogical systematization, which synthesizes the results of the research process. The main result evidenced in the study is that teachers and parents who have had children experience ethnic discrimination suffer psychological problems. These children are often timid and perform poorly in school, which are some effects of racial discrimination, whether intentional or not. In conclusion, the development and well-being of children can be negatively affected by racial discrimination in the teaching and learning process within the classroom. The effects of racial discriimination in the teaching-learning process include decreased self-esteem, academic performance, and School participation, which can have long-term effects on children´s lives.