Percepción del rol del docente de filosofía frente al currículo priorizado en los colegios nocturnos de la ciudad Cuenca en el año lectivo 2023-2024

Abstract

The objective of this study was to analyze the perception of philosophy teachers in night schools regarding their role in the implementation of the Prioritized Curriculum, as well as to examine their appreciation of their role as a contribution to the baccalaureate and to know how the characteristics of the students influence their role as teachers. Ten evening high school institutions in the city of Cuenca were considered, with a total of 10 teachers interviewed. The approach chosen for this research was qualitative, exploratory and descriptive in scope. A survey was used as an instrument, which consisted of multiple-choice and open-ended questions. The responses were analyzed using Atlas.ti software. The results indicate that teachers perceive the Prioritized Curriculumas favorable and advantageous, due to its fundamental characteristics such as flexibility and adaptability to the students' reality. They also state that its contribution to the high school graduation profile is important in the sense that it transmits knowledge, teaches skills, motivates students to achieve goals, among other aspects. Additionally, and regarding the student characteristics factor, they perceive their students as people who have the desire to improve themselves, although in their daily lives they have to face certain mishaps such as economic, labor, motivational, among others. This can be both a favorable and unfavorable factor in the teaching-learning development of philosophy, since the educational process depends on the teacher and the student's predisposition to learn. It is concluded that teachers perceive the Prioritized Curriculum as favorable and their role as active, so that they can adjust it to the needs of the students and the institution.