Las prácticas docentes desde un enfoque intercultural en una escuela fiscomisional en la ciudad de Cuenca

Abstract

This research paper analyzes teaching practices with an intercultural approach in a fiscomisional school in the city of Cuenca, based on the need to understand how teachers integrate this approach into their daily teaching activities, especially in school contexts where cultural diversity demands educational responses that transcend the formal curriculum. Within this framework, the objective of the study was to describe these practices from an intercultural perspective in a public school. The research was conducted using a qualitative approach and an interpretive design that allowed for an in-depth examination of the meanings, experiences, and strategies that teachers attribute to interculturality in the classroom. To this end, semi- structured interviews were conducted with 11 middle school teachers at the institution. Among the main findings, it is evident that teachers promote interculturality through the construction of affective environments and the implementation of strategies such as play, dialogue, and collaborative work, favoring the appreciation of the cultural roots of the student body and the strengthening of their cultural legacy. These practices are based on the philosophy and mission of the institution, as well as on management tools that guide daily teaching practices. However, the study also reveals that, despite the teachers' intention to incorporate interculturality into their teaching practices, there are still challenges to overcome.