Estrategias didácticas para fomentar la inclusión de la literatura Ecuatoriana.

Abstract

This study addresses the problem of the limited inclusion of and low interest in Ecuadorian literature among first-year high school students at the Juan Montalvo Educational Unit in Manta, Manabí. The closure of the physical library in 2017 considerably limited students' access to texts by national authors, and the persistence of traditional methodologies based on lectures has reduced the opportunity for students to embrace their cultural heritage. Given this reality, the study's main objective was to assess the effectiveness of different teaching strategies aimed at promoting the inclusion of Ecuadorian works in the high school curriculum. To achieve this objective, a mixed, exploratory approach was adopted, combined with a sociocritical paradigm, which is adapted to this work due to its social critique approach. The sample included 36 first-year high school students who completed a diagnostic survey, and several teachers who were interviewed to identify perceptions and difficulties. Finally, a pedagogical intervention was designed that combined gamification and debate dynamics, organized into five articulated phases, based on Juan León Mera's novel Cumandá.