Facultad de Filosofía, Letras y Ciencias de la Educación Tesis Maestrías

Permanent URI for this collectionhttps://dspace-test.ucuenca.edu.ec/handle/123456789/180

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El sentido de la Educación Comunitaria Superior Intercultural Multilingüe. Un modelo pedagógico para la nacionalidad indígena Chachi, Esmeraldas 2024
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-24) Alvarez Lazo, Miguel Antonio; Flores Bonilla, Luis Germán
The objective of this study is to explore the significance for the Chachi nationality of implementing its own educational model, focused on higher community education within its territory. The research is conducted from a qualitative descriptive approach, using ethnography based on participant observation as the main methodology for data collection. It is supported by interviews with semi-structured questions directed at key informants: first- and fifth-year students at the Multilingual Intercultural University Institute, teachers, academic coordinators, and the president of the parish council. It is also complemented by photographic records, field diaries, classroom observation sheets, and a bibliographic and documentary review covering categories such as meaning, community education, Chachi history, and collective rights. Among the main findings, the need for an education system understood as a life project stands out, as does the questioning of formal education and the regular system as agents of acculturation and homogenization, as well as cultural and epistemological recovery. The study concludes that the self-education project for the Chachi nationality has significant political relevance in the context of collective rights. It seeks to recover, strengthen, and preserve the ancestral identity and culture in its territory, based on the principle and model of community education.
¿Qué, cómo y para qué leen los futuros docentes de Matemática y Física?
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-19) Matute Fárez, Katherine Pamela; Trelles Zambrano, César Augusto
This research analyzes the reading habits of university students enrolled in the Experimental Sciences Teaching program at the University of Cuenca, using a mixed-methods approach that combines quantitative and qualitative techniques. The study explores variables such as reading frequency and duration, types of materials read, reading preferences, motivation, attitudes, resource accessibility, and environmental influence. Data were collected through a questionnaire administered to 222 students and a focus group interview with a selected group. The results show a predominantly academic reading practice, limited leisure reading, and a strong influence of the educational and family context. It is concluded that although students recognize the importance of reading, their habits are conditioned by academic demands and access limitations. The discussion is framed within a sociocultural perspective on reading, which views this practice as a situated construction mediated by social, institutional, and personal factors.
La construcción del cuerpo y la sexualidad en los discursos y prácticas de los operadores de justicia
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-13) Mendoza Eskola, Juanita Catalina; Cáceres Feria, Rafael
The purpose of the investigation is to identify the categories through which various justice operators classify, visualize and value the bodies of trans people who participate in a judicial process; investigate how they stand before justice and how they react to the treatment they receive. I also intend to decipher the routes, routines and rituals of the judicial procedures in which trans people are immersed and analyze what are the consequences that these processes produce in them. The investigation is carried out in the Provincial Court of Justice of Azuay and in the Social Rehabilitation Center "Turi", in the city of Cuenca-Ecuador. From the selection of files –from the year 2008, when the National Assembly of Ecuador approved the Constitution that is in force, until the year 2019–, I develop a work oriented to the understanding of social action, seen as part of a cultural, dynamic context, in constitution and recomposition. This involves looking at the various actions carried out by judges, secretaries, lawyers, prosecutors, public defenders, citizens involved in the dispute, witnesses, police officers, administrative staff, general public, etc. in a selective, contextualized and positioned manner. in the courtrooms, in the pavilions and call centers of the jail and on the street, considered as scenarios where meaningful expressions are generated, shared and circulated.
El aprendizaje cooperativo como estrategia inclusiva en el proceso de enseñanza y aprendizaje de la Filosofía
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-16) Pando Peña, María Noemí; Estrada García, Alex Darío
Cooperative learning is presented as a potentially transformative strategy in the classroom by fostering collaboration among students and promoting a teamwork environment. The objective of this article is to understand cooperative learning as an inclusive pedagogical strategy to enhance the teaching and learning process of Philosophy in the Bachillerato General Unificado in Ecuador. The study responds to a qualitative approach; two techniques were used for data collection: observation and semi-structured interview. According to the results obtained, the researched strategy makes it possible to overcome traditional barriers in the teaching and learning process, such as communication among peers, limited participation in public debates or the lack of student integration in group tasks; likewise, through the adoption of cooperative learning, the teacher creates inclusive spaces where students feel valued and actively contribute to academic training.
Efectos de la aplicación de la Gamificación para la enseñanza del inglés a estudiantes con discapacidad intelectua
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-13) Arévalo Chacha, Ximena Alexandra; Estrada García, Alex Darío
Teaching English to students with intellectual disabilities presents a challenge for teachers due to the difficulties that this population faces, such as problems in literacy and knowledge retention. These characteristics complicate the learning process. In this context, the general objective of this research is to apply Gamification as an active methodology for the learning of English of third year high school students with intellectual disabilities in the Unidad Educativa Especial Agustín Cueva Tamariz. An action-research methodology was used, combining quantitative and qualitative approaches, allowing for a comprehensive evaluation of the effectiveness of gamification in the teaching process. Techniques such as document review, observation, and test were used. Through the implementation of gamified activities, the aim was to encourage student participation and motivation and to promote their cognitive and social development in an inclusive environment. The results obtained show that the application of gamification for teaching English to students with intellectual disabilities increases interest, improves attention and participation of students. However, it is essential to consider that not all students respond to this methodology in the same way; those with greater difficulties require constant support and differentiated strategies that address their individual needs. This research underlines the importance of further developing and adapting active methodologies to ensure that all students can benefit from inclusive learning.
Aprendizaje Basado en Proyectos como una Estrategia Didáctica que Fomenta una Cultura Inclusiva de un grado de Educación Básica de la Unidad Educativa Dewey
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-08) Bermeo Sinchi, Mónica Alexandra; López Jaramillo, María Gabriela
This study addresses the issue of the persistence of gender stereotypes in pedagogical practices, despite efforts to promote an inclusive culture in the classroom. The general objective was to analyze the implementation of Project-Based Learning (PBL) as a teaching strategy that promotes an inclusive culture with gender equity within the educational community of a grade level at Dewey Educational Unit. The methodology adopted in this research was an inductive-narrative case study with a qualitative approach and an interpretive paradigm, aimed at understanding the teacher’s pedagogical practices and their impact on the inclusive culture in the classroom. The research was conducted in a basic education classroom at Dewey Educational Unit by analyzing Ariel’s (pseudonym) case as the teacher in charge of the target classroom. The results revealed a duality in which the teacher, Ariel, theoretically promotes inclusion; however, in practice, gender stereotypes continue to be perpetuated. Leadership roles were assigned to boys, while support tasks were given to girls, reflecting a disconnect between theoretical knowledge and daily teaching practice. In response to these findings, it is concluded that, in order to achieve the objective of fostering an inclusive and equitable culture, it is essential to strengthen the implementation of PBL as a teaching strategy, as it encourages the active and collaborative participation of all students, contributes to reducing gender stereotypes, and supports the development of an inclusive educational community.
Factores asociados al desarrollo de habilidades blandas en docentes universitarios de Loja, Ecuador
(Universidad de Cuenca, 2025-09-26) Zhanay Ramón, Anghela Gabriela; Abad Célleri, Mónica Patricia
This study analyzes the factors influencing soft skills development among university professors in Loja, Ecuador, considering the crucial role of these skills in improving professional teaching practices and educational environments. In a context where technical- academic training predominates, the study aims to highlight personal, contextual, and institutional elements that either promote or hinder the development of these essential skills. The objective was to analyze and identify the factors associated with such development among university faculty. A mixed-methods approach, with a non-experimental, cross- sectional, descriptive design was employed. A validated survey was used to collect quantitative data, while a semi-structured interview, for the qualitative component. The results show that, although professors perceive themselves as highly competent in leadership, teamwork, and effective communication, there are significant variations in self-assessment. Also, barriers such as stress, work overload, and lack of institutional policies are identified. On the other hand, self-education, collaborative work, and emotional support stand out as facilitators for the development of soft skills. The study concludes that university professors' soft skills refining requires coordination between training processes, institutional strategies, and personal conditions, which are essential for consolidating a comprehensive and humanistic teaching practice in line with the contemporary challenges of higher education.
Desafíos para la enseñanza de la lectura crítica: un acercamiento etnográfico a la práctica docente en el bachillerato ecuatoriano
(Universidad de Cuenca, 2025-09-24) Carchipulla Pandi, Maritza Jacqueline; Martínez Ortega, Francisco Javier
The Ecuadorian official curriculum includes training objectives related to reading and criticality; however, some reading indicators with standardized tests show that students barely achieve basic reading comprehension skills, below the demands of critical reading. This work adopted the objective of analyzing how critical reading is taught in high school classrooms, acknowledging the role of teachers as mediators between the educational objectives and students' learning outcomes. Following a theoretical framework that conceives reading and teaching as social practices, an ethnographic approach was carried out with eight language and literature teachers, comprising participant observation in classrooms, interviews, and the collection of teaching plans and student products. The data analysis consisted of coding and categorization following an inductive logic. The results expose a gap between curricular objectives and teaching practices: the teachers provided limited learning experiences to foster students' criticality. In addition, teachers' conceptions of criticality were also limited, reducing it to the ability to argue, understand a text, make judgments or opinions, or engage in literary review. Finally, it is argued that students' reading performance is due to limited teaching and that this could be strengthened by means of a pedagogical theory that guides teachers in the promotion of critical reading: critical literacy.
Implementación de modelos de inteligencia artificial generativos para fomentar la creatividad en niños de Educación Básica
(Universidad de Cuenca, 2025-09-08) Galindo Durán, Tania Lisseth; Quizphi Salamea, Adriana Lucía
This research explores the implementation of Artificial Intelligence models to foster creativity in elementary school students. This study addresses the issue of creative limitations in traditional educational settings, identifying true needs. The research was conducted with sixth-grade students and teachers at a private school in the city of Cuenca, Ecuador. A mixed-methodological approach and exploratory scope were used. The main objective is to evaluate the impact of generative AI models on students' creative development by determining prior knowledge, selecting and implementing appropriate AI models, and evaluating their effectiveness in creative activities and planning. Pre- and post-test questionnaires were administered throughout the intervention, allowing the quantification of the educational impact and progression in the subjects. Design Thinking is the main methodology used, which is based on creative activities to foster collaboration and solve problems through divergent thinking. The study's significance lies in its contribution to the field of educational innovation in Ecuador. The research seeks to establish precedents for the appropriate integration of AI in educational settings. The findings could inform future implementations of educational technologies and contribute to the development of innovative methodologies that respond to the educational needs of the 21st century.
Perspectiva docente sobre los rincones de lectura en centros de educación inicial
(Universidad de Cuenca, 2025-07-28) Peñaloza Remache, Andrea Fernanda; Cabrera Vintimilla, Johanna Mercedes
In several Early Childhood Education Centers (CEIs) in Ecuador, a lack of knowledge about the teachers' perception of the use of reading corners has been identified, despite the recognition of their importance for the integral development of children. This problem is aggravated by the scarcity of resources, spatial limitations and insufficient teacher training to apply effective mediating strategies. For this reason, the present research arises from the need to demonstrate the conceptions of 10 early childhood education teachers from three particular CEIs, through their experience in the use and management of reading corners. The objective was to examine the relevance of reading corners and the use they make of them; the research used a qualitative approach methodology, where a semi-structured interview was used as an instrument, which after an arduous analysis allowed to demonstrate significant findings on the impact of the use and management of the reading corner in the Comprehensive Child Development, on the other hand, the active role of the teacher as mediator and guide are essential in addition to the physical environment of the corner. Finally, part of the results allowed us to identify limitations such as lack of time and resources that delay the developmental processes if they do not have adequate guidance or orientation from the teaching staff.
Guía didáctica Science Technology Engineering and Mathematics (STEM) para fomentar el aprendizaje de la óptica geométrica
(Universidad de Cuenca, 2025-07-22) Mogrovejo Barros, Ariel Fernando; Guachún Lucero, Freddy Patricio
The present study analyzed the impact of the application of a STEM didactic guide on the academic performance and motivation of the students of the Experimental Sciences Pedagogy program at the University of Cuenca during the second semester of 2024. The methodology used is quasi-experimental with a quantitative approach and explanatory scope, there was an experimental group of 29 students, to whom a pretest and post-test were applied to evaluate academic performance and a motivation test. The results obtained indicate a significant increase in academic performance, with an average change of 2.17 points on a scale of 10, analyzed with the Wilcoxon test for paired samples. Motivation, reflected a mostly positive perception towards STEM, with 66% of favorable responses. These findings highlight the relevance of the STEM approach in the learning of geometric optics, because it improves the understanding of abstract concepts, and also increases student interest and participation in academic activities. The innovation of this research lies in implementing this strategy in higher education to optimize learning in physics, and the development of scientific, technological and critical skills, essential to face professional and academic challenges, especially in science and engineering.
Metodologías inclusivas para la atención a estudiantes con discapacidad intelectual de tercero de bachillerato en la Unidad Educativa Guillermo Mensi
(Universidad de Cuenca, 2025-07-16) Astudillo Beltrán, Adrián Moisés; Vélez Calvo, Ximena Monserrath
The application of inclusive methodologies is crucial when working with students with intellectual disabilities. Failure to use suitable methods can hinder their learning experience. The core issue stems from the inadequate implementation of inclusive methodologies, which adversely affects educational inclusion and the academic progress of students with intellectual disabilities. The study aimed to propose inclusive methodologies to enhance the educational support for students with intellectual disabilities in the third year of high school at the Guillermo Mensi Educational Unit. A systematic analysis of current practices and identification of inclusive methodologies were conducted using a qualitative approach with a phenomenological focus. Data were collected through a focus group with ten teachers and a documentary analysis of six randomly selected lesson plans, using a checklist to gather information. Based on the findings from the focus group, it was discerned that while the faculty demonstrate a foundational understanding of inclusive pedagogical methodologies, this knowledge base often lacks specificity and depth. Furthermore, despite the application of a range of instructional approaches, educators encounter discernible impediments in their practical implementation. The documentary analysis corroborated that inclusive methodologies are predominantly integrated within curricular planning frameworks; however, a subset of these employed methodologies presents an opportunity for substitution with more efficacious and contextually relevant alternatives tailored to the distinct requirements of this student demographic. Lastly, a resource guide is recommended to enhance inclusive practices within the institution.
Políticas y prácticas educativas sobre educación inclusiva: percepciones de docentes universitarios en Cuenca-Ecuador
(Universidad de Cuenca, 2025-07-15) Monje Paucar, Luis Geovanny; Argudo Garzón, Antonio Lenin
This paper analyzes teachers' perceptions of educational policies and practices regarding inclusive education in order to understand how these perceptions affect the implementation of inclusive practices in the classroom. The research is developed in a context where inclusive education is a central axis of policies, but its implementation faces challenges derived from teacher preparation and institutional conditions. For this purpose, a quantitative approach is used, with a non-experimental, cross-sectional and descriptive design, which was carried out by means of non-probabilistic convenience sampling. The data collection was carried out through surveys applied to university teachers, using the Inclusion Index instrument adapted to the objectives of the study. The main finding reveals that, although teachers recognize the importance of inclusion, there are discrepancies between their practices and the applicability of inclusive policies, showing limitations in the training processes. It is concluded that it is necessary to strengthen teacher training in inclusive education through specific programs that articulate theory and practice, thus ensuring an effective implementation of inclusive policies and promoting accessible and equitable learning environments.
Propuesta de un programa educativo co-diseñado para padres: Manejo de la alimentación en niños con disfagia
(Universidad de Cuenca, 2025-06-30) Espinoza Alcalá, Kwan Yin Estefanía; Andrade Tenesaca, Dolores Susana
Parents often experience high levels of stress and anxiety when feeding a child with dysphagia. Proper parental training in pediatric dysphagia is a cost-effective intervention that improves clinical outcomes and the utilization of healthcare resources. Additionally, it helps prevent severe complications such as malnutrition, dehydration, respiratory conditions, and developmental disorders. This is why, in the present study, an educational program for parents was developed based on Bandura's social learning theory for managing feeding in children with dysphagia. This approach identified the barriers and facilitators parents face, as well as their specific educational preferences and needs regarding modalities, content, and strategies for food education. A qualitative research design with an action-research approach was used, employing interviews that focused on identifying parental preferences for learning feeding management techniques from 12 parents and caregivers. The Atlas.ti program was used for data analysis. Following this, the basic guidelines for developing training on proper feeding management were established. As a result, a program was created that offers opportunities for learning, practicing, and sharing experiences with other parents, which can have a significant impact on children's well-being and the overall family dynamic.
Estrategias didácticas en escultura durante la enseñanza remota de emergencia: percepción docente
(Universidad de Cuenca, 2025-06-26) Pillacela Chin, Luisa Alejandrina; Rodas López, Fabiola Virginia
This article is a case study of the teaching strategies followed in sculpture in the Visual Arts program at the University of Cuenca (Ecuador) during the emergency remote teaching process due to COVID-19. The objective was to understand the challenges faced by sculpture instruction during the mandatory virtualization process and how instructors responded to them. This qualitative research, with an interpretive approach, is based on in-depth interviews with faculty members who, at the time, faced the challenge of the pedagogical transition by adapting sculpture courses to an online format. The questions focused on the difficulties of teaching sculpture, the strategies implemented to address them, and the perceptions of the teaching work and the effects of these strategies. The resulting data were grouped into emerging categories that prompted valuable inferences and discussions to achieve a deeper understanding of the object of study. Among the results, the challenges faced by the lack of tools and materials, the use of video tutorials as a prominent teaching strategy, and the idea that, despite the strategies implemented, not all learning objectives could be met. Conclusions highlight the teachers' creativity, their ability to adapt to ICT, and the commitment they demonstrated to their students in the face of the extraordinary circumstances imposed by the pandemic.
Conocimientos y actitudes de docentes en formación de Cañar sobre diversidad sexual
(Universidad de Cuenca, 2025-06-23) Cale Lituma, Josue Paul; Arpi Becerra, Nancy Consepción
The underrepresentation of sexual diversity in education contributes to persistent prejudice and impedes the development of an inclusive society that values all sexual identities. This study investigated the knowledge and attitudes towards lesbian, gay, and bisexual (LGB) sexual diversity among pre-service teachers to inform strategies for promoting the inclusion of these groups in educational settings. Employing a quantitative, descriptive, and correlational non-experimental design, a validated questionnaire assessing knowledge and attitudes towards sexual diversity was administered to 127 final-year pre-service teachers from two universities in Cañar, Ecuador. The findings revealed a limited understanding among preservice teachers regarding sexual roles, behaviors, and the lived experiences of LGB youth. Furthermore, negative and hostile attitudes were significantly more prevalent than positive attitudes among the participants. These results indicate that the pre-service teachers lack the requisite knowledge and positive dispositions to effectively foster the inclusion of sexual diversity in their future teaching practices. In conclusion, teacher training programs must be strengthened through the integration of comprehensive sexual diversity education to cultivate empathy, respect, and mitigate prejudice.
Percepciones de docentes y estudiantes sobre el proceso de enseñanza- aprendizaje de la geometría
(Universidad de Cuenca, 2025-06-19) Muñoz Paredes, Magaly Esperanza; Martínez Serra, José Enrique
The results of the PISA-D (PISA for Development) assessment and the Ser Estudiante test show poor performance in mathematics, particularly in the geometry and measurement thematic group. The objective of this research was to determine the perceptions of teachers and students in the Experimental Science Education career of the National University of Education about the teaching-learning process Geometry at the high school level, in order to create a reference framework to guide future interventions to improve this process. The study adopted a qualitative, descriptive approach and used techniques such as interviews, focus group and data triangulation. The results highlighted the importance of learning geometry in the integral training of students, as well as the main challenges they face in the educational process. In conclusion, the implementation of active methodologies, the use of relevant teaching materials, the linking of curricular contents with real situations, The diversification of assessment techniques and appropriate pedagogical planning could contribute significantly to improving student performance in this thematic group.
Importancia de las estrategias inclusivas para la atención de niños con Tea de inicial 1 Y 2 Escuela Especial “Luis Alberto Luna Tobar"
(Universidad de Cuenca, 2025-06-19) Pesantez Barros, Andrea Natali; Reinoso Molina, Walter Alvaro
The study carried out at the “Luis Alberto Luna Tobar” Special School focused on evaluating the effectiveness of inclusive strategies for students with Autism Spectrum Disorder (ASD) in preschool 1 and 2. The research used a quantitative, descriptive and correlational approach, collecting data through validated surveys and questionnaires such as the Autism Treatment Evaluation Checklist (ATEC) and the Perceived Educational Inclusion questionnaire. The results showed that individualized support is the most used strategy, with 60% of respondents indicating its daily implementation. In addition, it was observed that the academic performance of students with ASD is, for the most part, comparable to that of their peers without ASD, although some variations were reported. The findings also pointed out that curricular adaptations and assistive technology are underused, indicating a lack of resources and knowledge in these areas. Teacher training and availability of materials were identified as the greatest challenges to the effective implementation of inclusive strategies. Despite these obstacles, the data suggest that the implemented strategies have had a positive impact on the integration of students with ASD, although improvement in collaboration between school and families is needed. Recommendations include an increased focus on training educators, providing adequate resources, and improving communication with parents. This study contributes to the understanding of the educational needs of children with ASD and offers suggestions to optimize inclusive strategies, promoting a more inclusive and equitable educational environment.
Análisis de los factores que influyen en el bajo rendimiento académico en los estudiantes de octavo año: caso de la Unidad Educativa 26 de Febrero del cantón Paute, Ecuador
(Universidad de Cuenca, 2025-06-10) Chiriboga Guillermo, María Magdalena; Núñez Ávila, Ana Gabriela
The study aimed to identify the factors that influence the academic performance of eighth- grade students at Unidad Educativa 26 de Febrero, Paute, Ecuador. A qualitative approach was used, utilizing semi-structured interviews with students, parents, and teachers. The information obtained was analyzed through a categorization and triangulation process, which allowed for the identification of the most relevant dynamics in each area. The results revealed that academic performance could be affected by the limited implementation of adaptive pedagogical strategies, the impact of negative emotions such as anxiety and insecurity, tensions in interpersonal relationships within the school environment, and inequalities in family support. The study highlights the potential connection between parental involvement and students' academic motivation, in addition to the importance of an inclusive and respectful school environment. It is concluded that academic performance is a multifactorial phenomenon where both individual and contextual variables interact. This study contributes to the educational field with a deeper understanding of the factors that influence the academic performance of elementary school students. By focusing on a specific regional context, it offers contextualized evidence that can serve as a basis for designing educational strategies that address both teaching dynamics and emotional, social, and family dimensions to ensure equitable and quality education.
Análisis de la Música en Estrategias Artísticas del Bachillerato General Unificado Ecuatoriano
(Universidad de Cuenca, 2025-06-02) Siguencia Ávila, Manuel Esteban; Cabrera Moreno, Sandra Leonor
Music awakens emotions and connects us to the world through meaningful aesthetic experiences. Therefore, the prioritized curriculum of the Unified General Baccalaureate in Ecuador incorporates music as a strategy for the development of artistic skills. Thus, this qualitative research investigates, through content analysis, how music is integrated into the development of the seven artistic-musical skills proposed by the prioritized curriculum. The results suggest that the texts propose strategies and activities that stimulate creativity, collaborative work, and respect for cultural diversity, although the development of three artistic-musical skills is limited and requires the reconsideration of their activities.

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