Alfabetización inclusiva en Ecuador: estrategia bajo los efectos del COVID19

Abstract

This research was carried out with the purpose of analyzing the reality of inclusive literacy processes in Ecuador to respond with new strategies that allow responding to the situation generated by Covid19 that has affected the training process. The theoretical method, which through the different authors was able to justify the argued study of the state of the art in the entire investigation summary, based on background and comprehensive educational practice, the deductive analytical method was also used, integrating quantitative assessments that contributed to the analysis. As a tool for managing the teaching-learning process. The empirical method served as a tool to test the reliability and validity of the Redatam indicators that contributed to verifying at an interpretive level the existing shortcomings and the worsening effect since the pandemic. It concludes by proposing to work on strategies that make it possible to reach the most needy in rural and urban areas from the social, economic, value context, working together with governments to strengthen inclusive education.