Inclusión cultural como estrategia pedagógica en estudios sociales, Quevedo – Ecuador

The research analyzes cultural inclusion as a pedagogical strategy in social studies in Quevedo, Ecuador, with the aim of identifying its impact on teaching-learning and social cohesion. Methodologically, a qualitative approach was adopted based on semi-structured interviews, focus groups and documentary analysis, involving teachers, students and directors of local educational institutions. The main findings reveal that 85% of teachers perceive cultural inclusion as a tool that enriches learning, although 65% identify barriers such as lack of resources and training. Likewise, 78% of students feel motivated by relevant cultural content, but only 40% of institutions have specific programs in this area. These results highlight the need for coordinated action between teachers, institutions and authorities to overcome limitations and take advantage of the benefits of cultural inclusion, such as the strengthening of identity and the sense of belonging. The research concludes by raising the need for future studies on the integration of educational technology in inclusive strategies and the design of indicators to measure its effectiveness in different educational contexts.