| dc.description.abstract | This research aims to demonstrate the application or not of the Bilingual Intercultural Education System
Model in three bilingual intercultural educational centers: Lazaro Condo of the community of Tunas
Pamba, Culebrillas of the community of Abzul and the Mushuk Kawsay Bilingual Intercultural
Community Educational Unit of the community. parish and Canton El Tambo, Cuna del Sol sector. The
main objective of the study was to investigate the application of the Bilingual Intercultural Curriculum
of the Kichwa Nationality, the functional learning of the language, the Experiential Calendar,
harmonizers of knowledge and the Knowledge Primer, in the CECIB, according to the MOSEIB. We
worked with a qualitative methodology with a descriptive approach through secondary information
sources through the preparation of files and interviews with community actors. The results make visible
the nonapplication of the bilingual intercultural curriculum, due to the lack of the development of the
detailed contents in the harmonizers of knowledge; the lack of support from pedagogical advisors, and
the development of training courses. Educational centers have curricular plans: PCC, PCA, PCD. Two
of the three educational centers develop this plan in the bilingual intercultural education matrix, while
one of the educational centers studied uses the matrix of the Ministry of Education for the Hispanic
educational system at the national level. The teachers of the seventh year have not been able to teach
and develop the mother tongue in the children, a situation that is due to the grammaticalization of the
contents, the lack of didactic resources, the insufficient teacher training and the social diglossia of the
language. Also, that two of three CECIB, have the physical design of the experiential calendar; however,
they do not have the development of the contents of the harmonizers of knowledge and its components.
It is concluded that the situation shown by the study implies the non-application of the curricular mesh
with intercultural relevance | |
