Abstract

MERCHAN NARANJO, José Daniel. Educating in Crises: Study of Teachers' Practices to Implement the Emergency Curriculums. Revista Andina de Educación [online]. 2021, vol.4, n.2, pp.11-20. ISSN 2631-2816.  https://doi.org/10.32719/26312816.2021.4.2.2.

This article analyzes how six public school teachers implement Ecuador's emergency curriculums. The study employs a theoretical perspective that portrays teachers as Street-level Bureaucrats. They exercise discretion, a key component to understand a policy's implementation. A multiple case study was conducted with six school teachers from the Coast Region. Interviews, surveys, and non-participant observations in WhatsApp groups were used as data collection techniques. Findings reveal that teachers receive constant pressure to avoid students' dropouts. This goal motivates teachers to adapt their educational practices. Two criteria that teachers use to adapt their practices are (a) characterizations of students and parents; and (b) their professional preferences. Six adaptative practices were identified, which respond to their work conditions.

Keywords : Adaptative practices; Curriculum; Street-level bureaucrat; Discretion; Implementation.

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