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Start date: 2022Language: search.filters.language.Spanish

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    Item type:Publication,
    La evasión de procedimientos de contratación pública como peculado: una lectura crítica del derecho penal garantista
    (2026)
    Pablo Andrés León González
    ;
    Yumi Hurtado, Fernando José  
    ;
    Kevin Alexander Esparza Rivadeneira
    The reform of article 278 of the Ecuadorian Criminal Code (COIP), which incorporates the evasion of public procurement procedures as a modality of the crime of embezzlement, has sparked a significant debate regarding its scope and interpretation. This analysis is particularly relevant due to its implications for legal certainty and core principles such as proportionality and the principle of minimal criminal intervention. The objective of this study is to critically examine the possible interpretations of this provision— whether as an aggravating factor, as an autonomous offense, or as a moda- lity dependent on the base type of embezzlement—and to propose a rea- ding consistent with the principles of a rights-based criminal law. The study concludes that the most coherent interpretation is the one that subsumes the evasion of procurement procedures under the base type of embezzlement, requiring the presence of all its essential elements, such as personal or third-party benefit and the misuse of public resources. Criminalizing the mere breach of formal procedures, absent any patrimonial harm or illegitimate benefit, constitutes a disproportionate expansion of criminal law that risks penalizing administrative actions lacking real criminal relevance. This expansive approach undermines legal certainty and the guarantees inherent to the rule of law. The research was conducted using a qualitative, dogmatic-legal methodology.
      17
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    Learning Through Play: Implementing an Educational Escape Room for Teaching Traditions and Culture
    (2025)
    Valencia-Aragón, Kevin  
    ;
    Arias Flores, Hugo Patricio  
    ;
    Zapata, Mireya  
    ;
    Luis Aguirre-Morales
    ;
    Sandra Sanchez-Gordon
    This study explores the implementation of an educational Escape Room as a pedagogical strategy to teach tangible cultural heritage to students in Ecuador. This Escape Room was designed using the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and integrated into the basic education curriculum for Ecuadorian schools. The primary objective was to enhance students’ engagement and understanding of Ecuador’s cultural heritage through an interactive and gamified learning experience. The Escape Room was structured around five missions, each focusing on different aspects of the cultural heritage of five parishes in Ecuador. Students were required to solve puzzles, answer questions, and complete challenges to progress through the game. The results of the implementation, evaluated through observation and student feedback, indicated a high level of student engagement, improved problem-solving skills, and a deeper appreciation for Ecuador’s cultural heritage. The study concludes that Escape Rooms can be an effective tool for teaching cultural heritage, fostering teamwork, creativity, and critical thinking among students. This innovative approach not only makes learning more dynamic and enjoyable but also aligns with modern educational trends that emphasize active and experiential learning.
      21
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    Dialogic communication in the execution of group techniques in the English language
    (2025)
    Becerra García, Eulalia  
    ;
    Mora Rosales, José  
    Introducción: La comunicación dialogica cumple un rol importante en el desarrollo del importante en el desarrollo del niño durante su proceso formativo, permite lograr una interacción adecuada en su entorno, a través de la expresión de las ideas para desarrollar contextos colaborativos y comprensivos. Metodología: Atiende a una postura paradigmática positivista, con un  enfoque cuantitativo, con un estudio de campo y una muestra de cien estudiantes a los que se aplicó una encuesta para conocer las estrategias que aplican los docentes  para la enseñanza del inglés. Resultados: Se diseño cuatro estrategias para profundizar la comunicación dialógica en la ejecución de las técnicas grupales, cada estrategia con el tema, recursos y el procedimiento para la ejecución. Discusión: Las estrategias del diálogo participativo permite al estudiante la libre expresión de ideas y proponer alternativas de solución a un problema (Carretero, 2020). La comunicación afectiva es elemento clave para un aprendizaje significativo (Zubiri, 2020). Para (Wilton, 2020) el acompañamiento pedagógico con una comunicación efectiva fortalece las capacidades y habilidades comunicativas. Conclusiones: Se aplicó cuatro estrategias que fomentaron la comunicación dialógica en la ejecución de las técnicas grupales, los datos del rendimiento académico evidencian la eficacia de estas estrategias.
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