La comunicación educativa del docente y su relación con los procesos de enseñanza aprendizaje de los estudiantes de tercer año de Educación General Básica: un estudio de caso en una institución educativa particular del norte de Quito.

Abstract

The present case analysis aims to analyze the teacher's communication and its relationship with the teaching-learning processes during the teacher / student interaction in the third grade of basic "C" of a private educational institution in Quito. For this, a theoretical understanding of educational communication and of all those characteristics that enable its effectiveness in the PEA was carried out, and thus in this way try to generate a reflection that contributes to providing a solution to the problem on the influence that communication processes have in the classroom. It is important to highlight the presence of dialogue, participation and freedom of expression of both the teacher and the students in order to strengthen the forms of interaction between the aforementioned subjects. To meet the proposed objectives, a qualitative methodology was used, applying some research techniques such as ethnography, non-participant observation, and the semi-structured interview. In addition to a descriptive study considering teachers and students as main sources for obtaining information. The findings determine that the educators do not have prior conscious knowledge about the importance of communication in the classroom, therefore, they do not maintain effective communication with the students to effectively transmit knowledge. Finally, a classroom was perceived with a little or no participatory environment, where unidirectional relationships are maintained, and greater importance is given to the authoritarian role of the teacher and not to the integral development of the student.