The 2017 Curriculum Change in Ecuador: Representations From the School Culture

Aim: The aim of this study is to analyze the social representations related to the 2017 curriculum change and the educational policies implemented for curriculum development in Ecuador, evaluating the perspective of teachers, educational administrators and academics. Theoretical Framework: The research is based on theories on social representations, educational change and school culture. These theories provide a framework for understanding how the perceptions of educational actors influence the implementation of curricular reforms. Method: A qualitative approach was employed with a descriptive phenomenological design. In-depth interviews were conducted with teachers, an educational administrator from Zone 4 of the Ministry of Education, and academics to capture their experiences and perceptions. Results and Discussion: The results revealed that cultural resistances within the educational institutions hindered the fulfillment of the pedagogical objectives of the reform. Interrelationships were observed between social representations that affect the implementation of the curriculum. Implications of the research: This research highlights the importance of actively involving educational stakeholders in curriculum change processes to overcome cultural barriers and achieve successful educational reform in Ecuador. Originality/value: The study contributes to the understanding of the influence of social representations on school culture and how they impact the implementation of curriculum policies, offering new perspectives on the promotion of educational change in the country.