Propuesta de una clase metodológica a través de la construcción de la Palla como elemento articulador de una enseñanza múltiple

Abstract

This research aims to evaluate the implementation of Arts and Cultural Education (ECA) in the curriculum of Upper General Basic Education (EGB) in Ecuador. It will seek to determine how the cross-cutting approach of ECA can enrich academic learning and foster the holistic development of students, addressing the research question concerning the educational and emotional benefits of such integration. A Project-Based Learning (PBL) methodology will be employed to integrate ECA transversally across various curriculum areas, including Language and Literature, Mathematics, Social Studies, and Natural Sciences. Students will participate in the construction of a "Palla" and explore pentatonic scales, allowing for practical and collaborative understanding of theoretical concepts. The didactic planning table will be crucial for organizing and coordinating activities, ensuring a coherent and structured implementation of ECA. It is expected that the integration of ECA through PBL will result in a significant increase in students' appreciation of Ecuador's cultural and artistic heritage, as well as an improvement in their expressive, collaborative, creative, and socio-emotional skills. ECA, integrated transversally in the curriculum through PBL, aims to enrich academic learning and promote the holistic development of students.