Browsing by Author "Rodríguez Benavidez, Silvia Marlene"

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    Diseño Interior de las Unidades Educativas del Milenio y la Educación Intercultural
    (Universidad Técnica de Ambato. Facultad de Diseño y Arquitectura. Carrera de Diseño de Espacios Arquitectónicos., 2020-08) Rodríguez Benavidez, Silvia Marlene; Núñez Torres, Sandra Hipatia
    The objective was to analyze the interior design of the millennium educational units to relate it to the practice of the intercultural education model, which is part of Ecuadorian government policy, to turn it into centers of community participation, working in two days, one morning and another evening, in order to take full advantage of the infrastructure and equipment with physical and technological resources not translated into substantive changes in the pedagogical plane that remains currently exchanged as: frontal teaching, exhibition class, memorial learning, encyclopedic, repetitive, choral, individual, passive. It is for this reason that the research work focuses on identifying the aspects that determine the interior design of EMUs built in the Rafael Correa government in Ecuador (2007-2017) that are new and expensive but not innovative constructions. They replicate the conventional architectural model and the old pedagogy inside; thus, an opportunity to revolutionize school architecture was lost. The data produced by the research was obtained through the methodology applied in the educational and intercultural field, using a qualitative analysis method where ethnography and the anthropological scheme are fundamentals and criteria that the intercultural educational model in analogy with the paradigm comprises. Of intercultural education within the evaluation and synthesis of bibliographic and field information obtained. Thus, the proposal resulting from ethnographic and anthropological field research allowed establishing the relationship between the interior design of millennium schools and intercultural education through a comparative critical analysis. The scope of the project transcends the rescue, revaluation and transmission of identity and ancestral knowledge in the practice of the intercultural education model.