The historical development of the teaching of language and literature in Ecuador

Abstract

This article examines the teaching of language and literature in Ecuador from the colonial period to the present, addressing the topic from a historical perspective. Its objective is to analyze the continuities, ruptures, challenges, and prospects that arise in linguistic and literary education within educational institutions. Through an interdisciplinary approach that integrates the history of education, critical sociolinguistics, decolonial pedagogy, and curricular studies, it is evidenced that the teaching of languages has fluctuated between normative, elitist, and monocultural reproductive models, and emancipatory approaches based on critical understanding, interculturality, and inclusion. During the colonial era, language was used as both a tool for evangelization and for cultural subversion; later, in the republican period, it became an essential instrument for constructing national identity. A more recent process of reform (1980-2006) led to communicative and critical guidelines; however, its implementation was irregular. During the Citizen Revolution (2007-2017), there was a noticeable strengthening in educational public policies, as well as a curriculum focus centered on competencies and material resources. Nevertheless, a language intercultural policy could not be consolidated. In this new period (2018-2025), challenges such as the pandemic, the digital technological gap, the limited visibility of publications in native languages, and the difficulties faced by teachers in their training have emerged. It is concluded that it is essential to establish a contextualized, multilingual, and critical approach to language teaching that trains readers and writers capable of understanding and transforming their sociocultural reality.