Abstract

PEREZ-MORALES, Patricia; ZAMBRANO-VACACELA, Luis Leonardo  and  MEJIA-VERA, Johanna Grace. Pedagogical professionalization in Ecuador: an experience of justice and social inclusion. Acta Educ. [online]. 2021, vol.43, e51798.  Epub Apr 01, 2021. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v43i1.51798.

The following article starts from a conceptual approach that uses as references the perspective of Fraser and Honneth; Martín et al.; Murillo and Castilla and Escudero, among other authors that have researched around subjects related to justice and social inclusion. In order to interpret them from the Ecuadorian frame from a teaching formation experience offered by the Nacional University of Education (UNAE) initially in agreement with the Ecuador´s Ministry of Education (MINEDUC) and subsequently with the Technical Secretary of the Amazonian Special Territorial Circumscription (STCTEA), taking place in the nine provinces correspondent to the different administrative areas from the 2016-2019 period. Afterwards, data bases, pedagogical and governmental, were reviewed to interpret and analyze the information concerning the formation and education access for vulnerable groups that require pedagogical professionalization. From a revindication gaze towards the justice and social inclusion in the frame of access and permanence politics for vulnerable groups to the Ecuadorian educational system, the necessity of this study was defined according to its objective of characterize the participant population in the project Néopass@ction © : a cooperate experience of video-formation for the pedagogical professionalization in Ecuador, linking the following variables: ethnic, genre and age self-definition, according to the requirement of pedagogical formation at the national level and the coverage bring trough the distance education modality.

Keywords : pedagogical formation; education access; distance education.

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