Person:
Japón Gualán, Ángel Rodrigo

Birth Date

1978-10-18

ORCID

0000-0001-6683-5842

Afiliación

Universidad de Cuenca, Facultad de Filosofía, Letras y Ciencias de la Educación, Cuenca, Ecuador

País

Ecuador

Organizational Units

Organizational Unit

Facultad de Filosofía, Letras y Ciencias de la Educación

Esta facultad nació con la Universidad de Cuenca, el 18 de octubre de 1867. En su primera etapa se mantuvo hasta 1897 cuando se dio una nueva estructura para la casa de estudios superiores. Así, reestructurada, pero manteniendo su orientación humanística, retomó actividades en 1952, durante el rectorado de Carlos Cueva Tamariz. Para ese entonces contempló los estudios de: filosofía, historia y literatura. En 1965, junto a su núcleo original se incluye la formación pedagógica para profesionales de Educación Media y pasa a denominarse Facultad de Filosofía, Letras y Ciencias de la Educación. La reforma de 1975, la establece con estructura de un año de materias comunes y cuatro de especialidad. Su aporte ha sido fundamental para el desarrollo cultural y educativo de la región y el país. Desde 1978 organiza encuentros periódicos sobre literatura ecuatoriana, concursos nacionales y universitarios de poesía. Ha llevado a cabo dos encuentros sobre Filosofía y ha abierto licenciaturas en Eduación General Básica, Educación Inicial, Lingüística Andina y Educación Bilingüe; así como una licenciatura en Cine.

Job Title

Profesor (T)

Last Name

Japón Gualán

First Name

Ángel Rodrigo

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Now showing 1 - 10 of 11

Evaluación de la aplicación del índice de inclusión en la Facultad de Psicología de la Universidad de Cuenca, Ecuador
(2020) Clavijo Castillo, Ruth Germania; Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
The recognition of the right to access, reside and complete higher education without any type of discrimination, represents a move towards a model of sustainable and inclusive education. Inclusive education refers to the process of reducing the barriers that limit the presence and participation of students, trying to eliminate all kinds of ways that lead to exclusion. Universities, although diverse in their priorities, need to move towards an education model based on the principles of inclusive education. The purpose of this study consisted in identifying the perception of teachers and students about cultures, policies, and inclusive practices of the Faculty of Psychology, of the University of Cuenca in Ecuador. For this matter, a sample consisting of 241 students and 44 teachers was used. The perception of docents and students regarding inclusive education was collected using the guide Index for Inclusion and the data were processed by descriptive and inferential non-parametric statistics. The results revealed that both, students and teachers, agree on the three evaluated dimensions. It was found that the dimension to create inclusive cultures is the highest valued, followed by the dimension to develop inclusive practices, and finally, the least valued was the dimension to elaborate on inclusive policies. Moreover, it is important to point out that on average 8.4% of the items of the Index of Inclusion presented unusual values due to lack of information, which gives rise to the proposal of conducting a validity study of the construct of the Index for Inclusion.
Caracterización de la cultura organizacional, situación de aula, y desarrollo universitario de la Universidad de Cuenca
(2023) Franco Pombo, Mónica; Escudero Durán, María Lorena; Japón Gualán, Ángel Rodrigo; Orellana Moscoso, Abrahan Felipe
This study characterizes the organizational culture of the University of Cuenca, through the measurement of the four dimensions that make up this construct: involvement, consistency, adaptability, and mission. The methodology used is mixed, which includes the Denison Organizational Culture Survey questionnaire, applied to a representative sample of 66 teachers, 141 students, and 104 administrative staff; as well as interviews and focus groups applied to 17 teachers, 17 students, and 17 administrative staff randomly selected. The analysis is developed according to the model of values by competition of Cameron and Quinn. The results show that the cultural characterization of this University has an external orientation, with a structure of stability and control. The most outstanding feature is “mission”, which is manifested in the strength of goals, strategic objectives, and values that are shared by the members of this institution. The University has a good adaptation to changes that occur in the environment, and strong feelings of belonging and identity are perceived. Finally, the qualitative assessment suggests little integration in agreements and opinions, especially at the levels of academic management, which is evidenced in the weakest cultural dimension that is “consistency”. The obtained results hold significant importance for the University of Cuenca as they provide a unique diagnosis of its organizational culture and can contribute to enhanced integration in terms of agreements and opinions, particularly at the academic management levels, which is crucial for achieving institutional objectives.
Cultura organizacional actual y deseada de la Universidad de Cuenca (2019-2021): análisis desde el modelo de valores en competencia de Cameron y Quinn
(2022) Escudero Durán, María Lorena; Japón Gualán, Ángel Rodrigo; Orellana Moscoso, Abrahan Felipe; Franco Pombo, Monica Rebeca
The purpose of this article is to expose current typologies, and desired organizational culture at Universidad de Cuenca. Analysis was developed according to values competition model by Cameron and Quinn. Mixed methodology was used, with an exploratory, and descriptive scope. Principal instrument used was OCAI test, and the application of interviews and focus groups to professors, students, and administrative staff, selected with a stratified probability sampling. Results indicate that the current type of organizational culture at Universidad de Cuenca is market type, with external orientation, and a structure that emphasizes stability, control, and strategic objectives fulfillment. In contrast, the desired culture is clan type, in which a familiar organizatio-nal environment is pursued, as well as the openness to share opinions, respect for diversity, and freethought
El estado de la educación superior intercultural bilingüe en el Ecuador
(Abya-Yala, 2019) Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
In the last two decades, the educative politics in Latin America have adopted the intercultural and bilingual approach as a central and transversal element in initial, basic, high school and higher education. This article presents a review of the scientific literature on intercultural higher education and aims to unravel the ongoing debate in the literature and identify possible gaps. The review covers the analysis of 47 studies, published in peer-re viewed scientific journals, undergraduate and postgraduate theses. The hypothesis that this article works, following Mato (2015a), is that researchers use different meanings of the intercultural and bilingual, they show that there are no changes in the organizational structure of the university or school, nor in the predominant knowledge in the curriculum. The studies on intercultural and bilingual higher education are the frame of reference, for that reason, we intend to contribute to the thematic line: Teaching Profession, curriculum and cultural diversity. It is expected to evidence the need for the transformation of the educational system in accordance with the Constitution, the Law and Education Regulations in force.
Reseña_Descolonizar la universidad. El desafío de la justicia cognitiva global, de Boaventura de Sousa Santos
(2021) Japón Gualán, Ángel Rodrigo
La recuperación de los saberes en los Raymikuna desde la educación intercultural
(Universidad de Cuenca, 2022) Japón Gualán, Ángel Rodrigo; Quichimbo Saquichagua, Fausto Fabricio; Orellana Moscoso, Abrahan Felipe
La uniculturalidad del pensamiento frente al pensamiento diverso, intercultural en la educación ecuatoriana
(2014) Japón Gualán, Ángel Rodrigo
This essay is the result of research for the thesis entitled Uniculturalism of rational logical thinking in the educational system of Unidad Educativa “Celina Vivar Espinosa”, 2012. We were able to show that this educational system reverses and develops a single type of logical-rational thought through mechanisms of discipline - power/knowledge. The purpose of this paper is to reflect on the need for interculturalism as an alternative to uniculturalism in the country’s educational system. The framework is multiculturalism. It is expected to demonstrate the need for transformation in the education system in accordance with the Constitution, the Education Act and Regulations in force.
La uniculturalidad del pensamiento frente al pensamiento diverso, intercultural en la educación ecuatoriana
(2014) Japón Gualán, Ángel Rodrigo
This essay is the result of research for the thesis entitled Uniculturalism of rational logical thinking in the educational system of Unidad Educativa “Celina Vivar Espinosa”, 2012. We were able to show that this educational system reverses and develops a single type of logical-rational thought through mechanisms of discipline - power/knowledge. The purpose of this paper is to reflect on the need for interculturalism as an alternative to uniculturalism in the country’s educational system. The framework is multiculturalism. It is expected to demonstrate the need for transformation in the education system in accordance with the Constitution, the Education Act and Regulations in force.
Qualitative analysis on public policy and interculturality applied in three Ecuadorian Universities
(2023) Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
Interculturality in the higher education system is an increasingly important topic worldwide, as it promotes respect and appreciation for cultural diversity. The implementation of intercultural policies in higher education institutions can help create an inclusive and multicultural environment that benefits the entire educational community. Data on the implementation of policies related to interculturality in the Ecuadorian Education System were collected from three public universities, Universidad de Cuenca (UC), Universidad Estatal de Bolívar (UEB), and Universidad Nacional del Chimborazo (UNACH), during the period 2019-2021. The qualitative and statistical analysis of the obtained data was validated by the use of computer tools, which allowed the subjectivity of the information to be eliminated to some extent. The results obtained determine a significant influence of public policy on the Ecuadorian higher education system, however, the perception and practical application have not been effective.
Concepciones de calidad educativa desde la perspectiva docente en la Universidad de Cuenca – Ecuador
(2020) Cedillo Quizhpe, Isabel Cristina; Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
El objetivo del presente artículo es describir las concepciones de calidad educativa desde la perspectiva docente en la Universidad de Cuenca, Ecuador. Este estudio descriptivo - correlacional encuestó a 462 docentes de esta universidad, seleccionados a través de un muestreo probabilístico estratificado. Los datos se recolectaron en el 2018, con los bloques cuatro y cinco del cuestionario empleado en el Estudio de la Percepción del Profesorado Universitario sobre las variables asociadas con la calidad de la educación universitaria (EPPU). Para el análisis de datos se empleó estadística descriptiva y pruebas no paramétricas. Los resultados muestran que, respecto a la concepción de la calidad educativa, la mayoría se identifica con la idea de que esta consiste en formar estudiantes capaces de asumir un compromiso social. Así mismo, consideran que la universidad se identifica con la idea de calidad ligada al cumplimiento de los objetivos y la misión institucional. No se encontraron correlaciones de las características del alumnado y la concepción de calidad educativa con las variables sexo, edad y experiencia docente. En cuanto a las características del estudiantado, el profesorado destaca la vocación por los estudios y la actitud del alumnado hacia el aprendizaje lo que genera un efecto sobre la mejora de la calidad educativa según el profesorado. Se concluye que la concepción de calidad del profesorado se inclina por una visión más apegada al desarrollo humano centrada en la formación de sus estudiantes con responsabilidad social.