Cultural and artistic education in the national curriculum: Relevance, barriers and strategies for integration and pedagogical innovation
DOI:
https://doi.org/10.62697/rmiie.v4i3.244Keywords:
Cultural and artistic education, curricular integration, pedagogical innovationAbstract
This study examines the relevance, obstacles, and strategies for integrating Cultural and Artistic Education (CAE) into the curriculum of a private educational institution in Ecuador. Using a qualitative approach and a single-case study design, data were collected through semi-structured interviews, focus groups, non-participant observations, and document analysis. Findings reveal a high appreciation for CAE among teachers, administrators, and students, yet a gap persists between its rhetorical recognition and effective implementation. Curricular integration remains at an early stage, mostly dependent on individual initiatives without systematic institutional support. Key barriers include limited instructional hours, lack of sustained pedagogical support, and the prevailing perception of CAE as a supplementary subject. Participants suggest strengthening initial and ongoing teacher training, incorporating CAE as a transversal axis in the Institutional Educational Project (PEI), promoting inter- and transdisciplinary projects, and expanding community outreach. The study concludes that revaluing CAE requires clear institutional policies, active learning methodologies, and specific governance structures such as the proposed CAE Council. Although results are not generalizable, they provide insights for reflecting on the role of the arts in comprehensive education and exploring opportunities for pedagogical innovation in similar contexts.
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