La dimensión intercultural en la formación docente en Ecuador

Abstract

The purpose of this article is to characterize the intercultural dimension of the in the teaching formation process in the student body that studies the Basic Education course in the Technical University of Machala (UTMach) in Ecuador during the 2016-2017 academic period. The methodological strategy responds to a mixed, quantitative-qualitative paradigm, systematized through the methods of documentary analysis, scientific observation, statistics and data triangulation. The results show the lack of contextualization of this dimension in the curriculum, insufficient methodologies for its treatment, typified student attitudes of "very improvable" and "improvable" from an axiological perspective by not fully recognizing the ethnic and cultural rights of all citizens, particularly among first and second year students. Therefore, in light of these data it is necessary to activate a design and strategic redirection in the field of intercultural formation