<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222023000100085</article-id>
<article-id pub-id-type="doi">10.37135/chk.002.19.05</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[FICHAS PEDAGÓGICAS PARA LA EDUCACIÓN REMOTA DE EMERGENCIA EN ESCUELAS MULTIGRADO]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGICAL WORKSHEETS FOR EMERGENCY REMOTE EDUCATION IN MULTIGRADE SCHOOLS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Pavo]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cochancela]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Uyaguari]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Andina Simón Bolívar Área de Educación ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Educación  ]]></institution>
<addr-line><![CDATA[Cañar ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Educación  ]]></institution>
<addr-line><![CDATA[Cañar ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<numero>19</numero>
<fpage>85</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222023000100085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222023000100085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222023000100085&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Durante la educación remota de emergencia causada por la pandemia de COVID-19, el Ministerio de Educación de Ecuador ordenó las actividades educativas en torno a fichas pedagógicas que recogieran elementos priorizados del currículo nacional. El objetivo es analizar cómo las fichas entraron en acción en las instituciones educativas, revisando qué tipo de prácticas surgieron en torno a ellas. Se emplea el método praxiológico y la caja de herramientas de la Teoría del Actor-Red a partir de material etnográfico recogido en escuelas multigrado del cantón Gualaceo, en la provincia de Azuay. Los resultados describen los entramados sociotécnicos creados a partir de la introducción de las fichas pedagógicas y cómo estas se convierten en un poderoso token que ordena los procesos educativos. Se concluye que el poder de traducción de la red generada en torno a las fichas pedagógicas hizo que estas se constituyeran en referentes para el control del proceso de aprendizaje y de la acción docente desde las instancias administrativas, reforzando el rol tecnocrático de los docentes y atomizando el proceso didáctico en cuanto a actividades poco articuladas y significativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT During the emergency remote education caused by the COVID-19 pandemic, the Ecuadorian Ministry of Education organized educational activities around pedagogical worksheets that included prioritized elements of the national curriculum. The objective is to analyse how the cards were put into action in the educational institutions, reviewing what kind of practices emerged around them. The praxeological method and the Actor-Network Theory toolbox are used based on ethnographic material collected in multigrade schools in the Gualaceo canton, in the Azuay province. The findings describe the socio-technical networks formed by the introduction of pedagogical worksheets, as well as how they evolved into a powerful token that orders educational processes. It is concluded that the power of translation of the network generated around the pedagogical worksheets made them referents for the control of the learning process and the teaching action from the administrative instances, reinforcing the technocratic role of the teachers and atomizing the didactic process in terms of activities that are little articulated and meaningful.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Fichas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[educación remota de emergencia]]></kwd>
<kwd lng="es"><![CDATA[escuelas multigrado]]></kwd>
<kwd lng="es"><![CDATA[Teoría del Actor-Red]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical worksheets remote education emergency]]></kwd>
<kwd lng="en"><![CDATA[multigrade schools]]></kwd>
<kwd lng="en"><![CDATA[actor-network theory]]></kwd>
</kwd-group>
</article-meta>
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