Educacción integral a través de la asignatura de educación para la ciudadanía según el Ministerio de Educación del Ecuador

Abstract

This work presents an analysis of the 2016 education reform proposed by the Ministry of Education of Ecuador, particularly, regarding the subject “Education for Citizenship” (EfC) which is taught in the 1st and 2nd years of the General Unified Baccalaureate. The subject is defined as a contribution to an integral education for individuals with solid bases in values such as solidarity, respect and honesty. In the first place we discuss about social conflicts both in the private and public life of individuals resulting from a lack of values. Then the controversy between two social groups with different and opposite positions is presented; the first group is in favor of EfC being taught in public schools given that values are essential to form the character and personality of students in order to face the current challenges in society. Whereas the second group is opposed to inculcating in individuals certain values claiming that it violates their freedom by forming their thinking in a certain way. Finally, an analysis of the contents, objectives, skills, methods and evaluation criteria presented by EfC curriculum is carried out. Consequently, we sought to analyse the EpC contribution to providing an integral education