Cultural attributes and learning contexts, a socio-educational continuum

Abstract

The main aim of this research was to determine the incidence of cultural attributes in the educational process from a socio-educational reading, a purpose that was displayed in the Educational Unit Rioblanco Alto and the Fausto Espinoza Pinto School of Basic Education. The research corresponds to a mix-method approach of exploratory level. The qualitative data was correlated with quantitative data to explain, with a transdisciplinary approach, the empirical manifestations of the subject. The methodological strategy used was based on the bibliographical review, scientific observations, an interview, the survey and a hermeneutical analysis for the understanding of the information. The data shows that cultural attributes are obviated in the teaching-learning process, which creates a hegemony that ignores the potentialities of cultural diversity of students; a behavior that produces a process of acculturation that fractures the identity of the actors who carry symbolization and ancestral knowledge. This effect has as its origin in the reduced dimension of the cultural competences of the teachers who do not know the pedagogical procedure to strengthen this feature of the identity.