Políticas educativas interculturales y su impacto en el rendimiento escolar en el nivel de educación básica media de la unidad educativa “Capitán Moroni”, en el año lectivo 2024-2025.
This research analyzed the impact of compliance with intercultural educational policies on the school performance of students at the “Capitán Moroni” Educational Unit. A quantitative methodology was adopted based on surveys directed to teachers, middle school students and directors, as well as the c...
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| Format: | bachelorThesis |
| Langue: | spa |
| Publié: |
2025
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| Accès en ligne: | https://repositorio.uteq.edu.ec/handle/43000/8366 |
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Ajouter un tag | Résumé: | This research analyzed the impact of compliance with intercultural educational policies on the school performance of students at the “Capitán Moroni” Educational Unit. A quantitative methodology was adopted based on surveys directed to teachers, middle school students and directors, as well as the collection of statistical data on school performance. The results revealed that there is a normative framework that supports intercultural education, but its implementation still faces significant challenges. The surveys showed that most teachers perceive a medium level of compliance with intercultural policies, pointing out that the lack of teacher training in intercultural approaches and the scarcity of adequate educational materials limit the effectiveness of these policies in teaching. In addition, a lack of continuous training programs for teachers in intercultural education was identified, which hinders their proper implementation in the classroom. It was also observed that the application of inclusive methodologies is deficient, which prevents truly equitable teaching adapted to the cultural diversity of students. In terms of school performance, the results showed acceptable performance in subjects such as Mathematics, Natural Sciences, Social Studies and Language and Literature. In conclusion, the need to strengthen teacher training, improve the adaptation of curricular content and guarantee adequate resources for effective and enriching intercultural education was highlighted. It is also recommended the continuous monitoring of these policies to optimize their impact on the academic and cultural education of middle school students, thus promoting more inclusive and equitable learning. |
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