Rol del docente en innovación curricular para educación inclusiva en el Centro de Privación de Libertad Cotopaxi N.° 1

Resumen

Education in contexts of deprivation of liberty is a fundamental pillar for social reintegration and the restoration of human rights. This article analyzes the role of teachers as agents of curricular innovation for inclusive education at the Cotopaxi No. 1 Detention Center. Using a quantitative approach with a descriptive scope and a non-experimental, cross-sectional design, a structured survey and participant observation were applied to a purposive sample of 20 teachers. The results reveal a high level of ethical and professional commitment (95%), where innovation emerges as a creative and resilient response to resource scarcity. However, a critical gap in technical training is identified, given that 70% of the teachers lack specific training in inclusive education. It is concluded that, while teachers act as transformative intellectuals who redefine the official curriculum, their impact is conditioned by the structural limitations and security logics of the prison system. It is imperative to strengthen pedagogical autonomy and situated learning in order to move towards a unique and humanizing prison education model.