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Objective: This academic article aims to provide knowledge of the experience that has been had in the execution of a training workshop for teachers of tax schools in Ecuador, all within the framework of the project “Educational Innovation: taptana pedagogical proposal and the value of solidarity". Theoretical framework: This work is based on the research of Vásquez (2020), which indicates that Taptana seeks the recognition of identity, interdisciplinary knowledge, and the value of solidarity. Method: The methodology used in this article is based on the principles of John Dewey, recognized for his pragmatic and experimental approach to education. The fundamental basis of this methodology is critical reflection and direct experience. Results and Discussion: During the development of the workshop, teachers had the opportunity to participate in practices with the use of ICT, group discussions and reflections, inquiring about the use of Taptana in a real context in the classroom. They expressed greater confidence in their ability to carry out educational activities that promote respect for cultural diversity. Research implications: This work contributes in a practical way to the training of students in an interdisciplinary manner using ancestral knowledge, because it can be applied in other areas of knowledge such as Social Sciences, Arts, Natural Sciences and Language and Literature. Originality/Value: This order of ideas, which ultimately turns out to be an integrative and innovative experience in training, incorporating practice with the promotion of essential values for a just and inclusive society. The conclusions highlight the importance of continuing to develop similar initiatives to advance the improvement of the quality of education in Ecuador and the world.
Rodríguez et al. (Thu,) studied this question.