Análisis del currículo nacional para el área de Ciencias Naturales y su gestión pedagógica en la UE El Progreso

Abstract

Abstract: This research analyzes the management of the National Natural Sciences Curriculum at El Progreso Educational Unit (Azuay, Ecuador), focusing on the gap between the macro-curricular design and its implementation in a rural context. The study addresses the disconnect between the requirements of the curricular proposal and school textbooks in relation to the locality s real limitations in infrastructure and connectivity. Methodologically, a qualitative approach with an action-research design was employed. A documentary analysis of Ministry of Education textbooks (2025 2026 period) and semi-structured interviews with six rural teachers were conducted. The findings reveal a partial relevance of the curriculum; additionally, it was found that the multigrade modality and the digital divide condition the depth of learning in rural areas. It is concluded that curricular flexibility depends on the teacher s individual effort to link universal content with local agriculture and biodiversity. Finally, it is recommended to move toward a practical contextualization that uses the territory as a natural laboratory, investing in specialized human talent and adapting instructional hours to ensure equitable and meaningful education in rural settings.