Precautionary measures in protection actions and effective judicial protection

Abstract

Literature constitutes a fundamental tool for the cultural, critical, and identity development of students; however, its teaching in secondary education is often limited by traditional approaches focused on historical and memorization-based aspects. In this context, the objective of this study was to propose pedagogical strategies for integrating Ecuadorian literature into secondary school classrooms as a global window that strengthens students’ critical, cultural, and reflective development. The research was conducted using a qualitative approach with a descriptive-propositional scope. A documentary review of scientific literature, curricular documents, and studies related to literature teaching was carried out, complemented by the application of the Delphi method with six experts in education, literature, and curriculum design, who participated in two rounds of consultation aimed at reaching consensus on criteria for text selection, teaching strategies, and competencies to be developed. The results revealed the need to select literary works based on their pedagogical relevance, cultural diversity, and capacity to connect local issues with global challenges. Likewise, strategies based on active learning methodologies, intercultural comparison of literary works, and the use of digital resources were identified as effective in fostering critical thinking, intercultural competence, and cultural identity. It is concluded that Ecuadorian literature can be consolidated as a pedagogical tool capable of connecting national realities with global contexts, thereby contributing to a comprehensive and meaningful educational experience in secondary education