Hybrid education in the literary formation. Diagnostic in confinement environments in Guayaquil, Ecuador

Abstract

Literary training incorporates the reading of literature and communication as part of a conscious mode of action for Persons Deprived of Liberty (PLL), where knowledge of works and their authors is highlighted. Literary training in hybrid mode is diagnosed in PPL (CRS Regional 8, Guayas). Mixed approach (survey n=22; interviews; focus groups; documentary analysis), operationalized in 6 dimensions. Low virtual integration (?10–21%), reading comprehension and written production deficits; high appreciation of teacher feedback (77%). A hybrid methodological strategy with technological accessibility, co-teaching, and formative assessment is urgently needed. Addressing the challenges of contributing to the literary development of incarcerated individuals in a hybrid setting is the essence of this research within the Social Rehabilitation Center of Regional 8 in Guayas, Ecuador. A mixed-method approach is employed in this process, based on the following dimensions: educational process, hybrid setting, development of communication skills, relationship with literary texts, and successful reintegration into society.