CURRICULAR REFORMS, EDUCATIONAL TRANSECT AND PERSPECTIVES OF TEACHERS IN ECUADOR DURING THE COVID-19 PANDEMIC

In Ecuador during Pandemic for Covid-19 curricular reforms were implemented to adapt education to non-contact modalities, mediated by ICT. The perspectives of Ecuadorian teachers were diverse, given the structural disparity of society and education in the country. Some teachers quickly adapted to new modalities and technologies, while others faced significant challenges due to lack of access to technological resources and the digital divide. In front this scenario, the article reviews the teaching perspectives regarding the Educational Ministerial Agreements and the reality of their labor contexts. The methodology is mixed, based on the descriptive exploratory method. The results show up the contextualized reality in the country, regarding possession and accessibility of technological devices, transects drawn by teachers in the pandemic scenario, socioeconomic condition of the students and the communities where they settled, as well as the accesses and resistances that teachers had. The study concludes by highlighting the need to mitigate exclusion effects of the use of ICTs, due to the consequences that it has at an intercultural focus.