Citizenship education in Ecuadorian schools (1993-2016)

Un análisis de 1993 a 2016

Abstract

The purpose of this article is to describe the changes that have occurred in citizenship education in Ecuadorian schools in recent decades. The hypothesis that we propose to develop is that the various political cycles that Ecuador has gone through have had effects on educational reforms, which move from programs marked by nationalist discourses and logic that emphasize the promotion of civic, moral and patriotic values ​​to approaches that have as their axis the formation of critical citizens, political participation and the defense of rights. To do so, we will work with a multiple-base methodology that involves the analysis of curricular documents and educational reforms from different years (1993-2016). The results express that in this period the rationality of formal politics and/or modern democracy persists, at the same time we observe that citizenship education in school is framed in a subject rather than in an educational project. As a proposal, we will describe an experience of curricular redefinition.