Abstract
Abstract: Educational Discourses on Gold Mining in Zaruma: An Ideological Analysis – Gold mining in Zaruma (Ecuador) has been framed by economic, political, and social narratives that shape community perceptions. This study examines how educational discourse reproduces or challenges these extractivist narratives. Using a critical discourse analysis approach, we interpret the ideological stances of basic and higher education teachers regarding gold mining in Zaruma. Two focus groups (16 teachers total) were conducted, using audiovisual reports representing governmental, corporate, and environmental perspectives as discussion triggers. Results show a predominance of discourses legitimizing mining –emphasizing economic benefits and regulatory compliance– versus a smaller proportion of critical discourses focused on socio-environmental impacts. Recurrent topoi in teachers’ arguments were identified, such as utility (mining as an engine of development) and threat (environmental and social risks). These findings indicate that education, especially at basic levels, tends to normalize extractivism, whereas higher education features more critical stances