Política Intrusiva: Inclusión y Exclusión de la Escuela Rural, un Análisis de la Chakana Pregunta

Abstract

The development of competencies for academic writing in the university setting requires strategies focused on knowledge production, assuming that critical thinking is the category that demands high-level cognitive skills. In this context, the research arises from the following question: To what extent does the Chakana pregunta facilitate the writing of academic articles using questions based on critical thinking? The Chakana pregunta as a didactic strategy to promote academic writing has been implemented in Ecuador, Bolivia, Colombia, Cuba, Argentina, Spain, and Portugal, with the aim of guiding the development of academic articles. The research methodology follows a qualitative approach through documentary analysis of 30 references and inductive coding using ATLAS.ti. A 228-word text was analyzed through four guiding questions: (a) How do antithetical practices and the lack of inclusive policies contribute to social exclusion in rural schools? (b) How does discrimination manifest in the context of rural schools? (c) What are the main unethical practices affecting rural schools? and (d) How do students and families respond to ethical practices in rural schools? These four questions represent a convergent analysis framework used to construct the theoretical framework without seeking to determine definitive answers. As a result, it must be noted that the historical grounding of the scientific article has been strengthened in both its conception and defined structure, as it enables the development of analysis and synthesis as essential skills for academic writing. Final considerations: Structurally, the Chakana pregunta is a writing strategy that supports the qualitative approach and prioritizes the analysis of the question over the answer, since reflective writing is based on the operationalization of categories.