Free education in Ecuador: challenges in family–school dynamics

Abstract

This study examines the challenges of free education policies implemented in Ecuador since 2009, with an emphasis on their impact on the dynamics between teachers and parents, based on data collected in 2019. The initial hypothesis was that the socialization of this policy, understood as welfarism, replaced family responsibilities without promoting co-responsibility, thereby reducing parental commitment by interpreting free education as a total exemption from educational responsibilities. Using a qualitative approach of constant comparison, semi-structured interviews were conducted with 10 teachers and 30 parents from various cities. The results refine the perspective into a more nuanced one: relational tensions emerge from bidirectional and defensive perceptions among educational actors. The findings reveal a temporal differentiation, with new parents showing a positive view but lower involvement, while older parents adopt a critical stance toward the erosion of co-responsibility, partially aligning themselves with widespread teacher conformity, which exacerbates communication barriers. These findings, contrasted with experiences in Colombia and Mexico, contribute to the academic debate on policy implementation, highlighting the influence of temporal cohorts and enriching the analysis of educational governance Camou (2013). The study proposes socialization strategies that balance expectations and participation in the current context.