La educación remota de emergencia y sus efectos en el proceso de la lecto-escritura en niños y niñas de 8 a 10 años de una comunidad indígena que vive en la parroquia de Cutuglagua

Abstract

Ecuador's constitution stipulates the freedom of education in one's own language and cultural sphere. As a result of the pandemic caused by Covid-19, different scenarios were strengthened, such as: social and economic inequality, educational and digital gaps, and emergency remote education in schools and colleges. This research was worked as a case analysis with a qualitative methodology and used interviews with teachers and parents, field diaries and a focus group composed for children from 8 to 10 years old from an indigenous community living in the parish of Cutuglagua. The problem arose as a result of the health emergency, as previously the classes were face-to-face, but later they were given via tablet or mobile phone screens, which not all the children were able to access. Through observations it was noted that there were children who could not read or write, they had problems with the recognition of graphemes and their corresponding phoneme, because there were letters that could be confused or unknown. In conclusion, it can be said that not all children were able to have access to quality education, while some children were connected through computers, other children continued their education through a guide because there was no possibility of the accompaniment of a teacher, however, each child has his or her own dream in which his or her culture must be taken into account.