Análisis del modelo pedagógico y las prácticas áulicas en séptimo grado de educación general básica en un centro educativo de la ciudad de Quito

Abstract

The purpose of this research is to analyze the pedagogical model and classroom practices in seventh grade of Basic General Education in an educational institution. Therefore, the problem addressed is the inconsistency between the pedagogical model proposed in the Institutional Educational Project (PEI) and the actual teaching practices in the classroom. Consequently, a general objective was formulated: to analyze the impact of applying various pedagogical models, in addition to the model established in the PEI, on classroom practices. To achieve the established objectives, a qualitative method was applied, allowing the investigation of the identified problem within the specific context. The scope was exploratory and descriptive, the method was ethnographic, the techniques employed were non-participant observation and teacher interviews, and the instruments applied were the field journal and the interview guide. The results obtained through the research evidenced that the investigated institution promotes the socio-constructivist model. Educators in their teaching practices employ models ranging from socio-constructivist to traditional methods, with significant impacts on student engagement and motivation. Thus, it is concluded that teachers should align themselves with the pedagogical model established by the institution to optimize the teaching-learning process in their classroom practices and, in this way, provide a more contextualized and meaningful learning experience.