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Analysis of discursive patterns for curricular contextualization

Richar Jacobo Posso-Pacheco, María Gladys Cóndor-Chicaiza, Jannet del Rocío Cóndor-Chicaiza, Bertha Susana Paz-Viteri, Victor Arufe Giráldez, Alberto Sanmiguel-Rodríguez, Norma Amabilia Ortiz Bravo

Article ID: 2133
Vol 9, Issue 6, 2024, Article identifier:

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Abstract

With the application of remote education due to the pandemic, Ecuadorian teachers contextualized the curriculum to the needs of their students. The objective was to analyse emerging dialogue patterns during the COVID-19 pandemic, focusing on teachers’ experiences and stories about their interaction with their students. The research was qualitative in which the method of indirect observation of the transcription of 73 semi-structured interviews with teachers from educational institutions in Ecuador was applied through the Zoom platform. To analyze the results, they were categorized and conceptualized following the triple pattern of dialogue and discourse proposed by Mehan in its three dimensions: initiation, response and evaluation. Three phases were established: construction of the final indirect observation instrument; quality control of the information so that there is no subjectivity through the agreement of the criteria of three research authors; and the interpretation of indirect observation through contextualization by curricular contents, methodological strategies and didactic resources. It is revealed that teachers demonstrated remarkable adaptation during the COVID-19 pandemic, focusing on emotional containment and creativity.

Keywords

contextualization; curriculum; equity; learning; COVID-19

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DOI: https://doi.org/10.54517/esp.v9i6.2133
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Copyright (c) 2024 Richar Jacobo Posso-Pacheco, María Gladys Cóndor-Chicaiza, Jannet del Rocío Cóndor-Chicaiza, Bertha Susana Paz-Viteri, Victor Arufe-Giráldez, Alberto Sanmiguel-Rodríguez, Norma Amabilia Ortiz Bravo

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