Prácticas pedagógicas de los docentes fiscales de Guayaquil frente a la problemática de las drogas

Abstract

In this paper the qualitative results linked to tax teachers pedagogical practices that developed around the problem of drugs in fiscal Guayaquil educational units are presented. According to data provided by the National Council for Equality Intergenerational, Ecuador (2016), 48% nationally, he says that there are drugs around schools. It is argued that educational establishments have a key role with the problem in question and that may be risk factors or protection, so that schools are central socializing spaces for preventing drug problem. As for the methodological approach of this study, a phenomenological qualitative approach was used. They were held four focus groups in two fiscal educational units of the city of Guayaquil with an average of 10 prosecutors teachers per group, to participate in two sessions each group. The discussion was taped, transcribed and categorized for their analysis. In conclusion, teachers do not recognize the teaching-learning process itself as a key to drug prevention. Pedagogical actions focus on surveillance, give advice. Teachers face the difficulties of developing practices that respond to legislation that promotes inclusion of vulnerable students, teachers have developed some strategies inclusive work that must be strengthened. This research should provide information to review the demands of teacher training in these contexts of high vulnerability.