Repensando la enseñanza del inglés: Una propuesta desde la complejidad y la pedagogía crítica

The article critically analyzes the problems, inconsistencies, and challenges in teaching English in Ecuador, proposing a critical and complex paradigm for foreign language learning. Methodologically, the study adheres to the Critical Social paradigm and the qualitative scientific research approach. The research includes formal and informal interviews with English teachers from educational institutions in Riobamba-Chimborazo; Ecuador, systematizing their perspectives and contrasting them with a critical theoretical framework. The findings show contradictions between the principles proposed in the official curriculum and real practices, where memorization of fragmented grammatical patterns prevails, with a passive role of the student and a teacher-centered approach. Given this scenario, a critical model is proposed that reflects on the contents, materials, roles, policies, and educational contexts, integrating the complexity of human interactions and the multiple factors that shape the educational fact.