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This research identifies the application of the project-based learning (PBL) methodology within the student participation program (PPE), implemented nationally through the Ministry of Education for first and second year high school students. The study had a qualitative, exploratory-descriptive approach, a literature review was conducted on this methodology, and two methods were used: analytical and deductive, and the technique of a semi-structured interview applied to teacher facilitators responsible for the program was used. From the results obtained, it is highlighted that, for half of the teachers interviewed, the projects contribute to the formation of critical thinking, creativity and personality of the students to address situations that may arise within their socio-educational environment, however, they presented difficulties in adapting PBL to virtual environments, and elaborate planning neglecting collaborative learning, being directed to the fulfillment of isolated activities. It is concluded that teachers apply PBL with deficiencies in the mastery of this methodology; in addition, teachers faithfully apply the instructions of the methodological guide of the Ministry of Education of Ecuador. Keywords: PBL, learning, methodology, student participation, educational program., Esta investigación identifica la aplicación de la metodología del aprendizaje basado en proyectos (ABP) dentro del programa de participación estudiantil (PPE), implementado a nivel nacional a través del Ministerio de Educación para los estudiantes de primero y segundo de bachillerato, el estudio tuvo un enfoque cualitativo, de tipo exploratorio - descriptivo, se realizó una revisión bibliográfica sobre esta metodología, se utilizó dos métodos: el analítico y el deductivo, y se utilizó la técnica de una entrevista semiestructurada aplicada a docentes facilitadores responsables del programa. De los resultados obtenidos, se destaca que, para la mitad de docentes entrevistados, los proyectos, contribuyen en la formación del pensamiento crítico, la creatividad y personalidad de los estudiantes para abordar situaciones, que pueda presentarse dentro de su entorno socioeducativo, sin embargo, presentaron dificultades para adaptar el ABP a los ambientes virtuales, y elaboran planificaciones desatendiendo el aprendizaje colaborativo, estando direccionadas al cumplimiento de actividades aisladas. Se concluye, que los docentes aplican el ABP con falencias en el dominio de esta metodología; además, los docentes aplican fielmente las instrucciones de la guía metodológica del Ministerio de Educación del Ecuador. Palabras claves: ABP, aprendizaje, metodología, participación estudiantil, programa educativo. Abstract This research identifies the application of the project-based learning (PBL) methodology within the student participation program (PPE), implemented nationally through the Ministry of Education for first and second year high school students. The study had a qualitative, exploratory-descriptive approach, a literature review was conducted on this methodology, and two methods were used: analytical and deductive, and the technique of a semi-structured interview applied to teacher facilitators responsible for the program was used. From the results obtained, it is highlighted that, for half of the teachers interviewed, the projects contribute to the formation of critical thinking, creativity and personality of the students to address situations that may arise within their socio-educational environment, however, they presented difficulties in adapting PBL to virtual environments, and elaborate planning neglecting collaborative learning, being directed to the fulfillment of isolated activities. It is concluded that teachers apply PBL with deficiencies in the mastery of this methodology; in addition, teachers faithfully apply the instructions of the methodological guide of the Ministry of Education of Ecuador. Keywords: PBL, learning, methodology, student participation, educational program. Información del manuscrito:Fecha de recepción: 29 de junio de 2021.Fecha de aceptación: 01 de septiembre de 2021.Fecha de publicación: 09 de septiembre de 2021.

The objective of this research was projected to identify the challenges and challenges of the role of the creative teacher in the teaching of a second language and to determine the importance it has in the development of learning through distance education, based on knowledge through of the network, being the teacher who accompanies the student in this learning process. It starts from the analysis of various authors in relation to these conceptions that consolidates and affirms their relevance with educational content and innovative strategies in teaching, offering quality options to students. Among the types of research that were used, we found: Non-experimental, Descriptive and Exploratory, reviewing bibliographies, scientific articles and citations. The methods on which this research was supported were; the Analytical - Deductive. Two questionnaires were used to obtain data: the student survey and the interview with the authorities and teachers in the second language area. In its outcome it is reflected that the teaching role, pedagogy, didactics and creativity require specific spaces for analysis, reflection and application throughout the teaching-learning process; The teaching of a second language requires that creative teacher, with identity, with comprehensive training, with resources and tools that allow the practice of all the innovations inherent to this process, and; distance or virtual education as an inherent capacity of the human being that needs to be practiced in order to turn it into a skill. Keywords: Competences; creativity; virtual education; teaching performance.&nbsp, El objetivo de la presente investigación se proyectó en identificar los retos y desafíos del rol del docente creativo en la enseñanza de una segunda lengua y determinar la importancia que tiene en el desarrollo de los aprendizajes mediante una educación a distancia, fundamentado en el conocimiento a través de la red, siendo el docente quien acompaña al estudiante en este proceso de aprendizaje. Se inicia desde el análisis de diversos autores en relación con estas concepciones que consolida y afirma su pertinencia con contenidos educativos y estrategias innovadoras en la docencia ofreciendo opciones de calidad a los estudiantes. Entre los tipos de investigación que se utilizaron, encontramos: No experimental, Descriptiva y Exploratoria, revisando bibliografías, artículos científicos y citas. Los métodos en que se apoyó esta investigación fueron; el Analítico – Deductivo. Dos cuestionarios sirvieron para la obtención de datos: la encuesta a los estudiantes y la entrevista a las autoridades y docentes del área de la segunda lengua. En su desenlace se refleja que el rol docente, la pedagogía, la didáctica y la creatividad, requieren espacios concretos para el análisis, reflexión y aplicación en todo el proceso de enseñanza aprendizaje; la enseñanza de una segunda lengua requiere de ese docente creativo, con identidad, con formación integral, con recursos y herramientas que permitan la práctica de todas las innovaciones inherentes a este proceso, y; la educación a distancia o virtual como una capacidad inherente al ser humano que requiere ser practicada para convertirla en habilidad. Palabras claves: Competencias; creatividad; educación virtual; desempeño docente. Abstract The objective of this research was projected to identify the challenges and challenges of the role of the creative teacher in the teaching of a second language and to determine the importance it has in the development of learning through distance education, based on knowledge through of the network, being the teacher who accompanies the student in this learning process. It starts from the analysis of various authors in relation to these conceptions that consolidates and affirms their relevance with educational content and innovative strategies in teaching, offering quality options to students. Among the types of research that were used, we found: Non-experimental, Descriptive and Exploratory, reviewing bibliographies, scientific articles and citations. The methods on which this research was supported were; the Analytical - Deductive. Two questionnaires were used to obtain data: the student survey and the interview with the authorities and teachers in the second language area. In its outcome it is reflected that the teaching role, pedagogy, didactics and creativity require specific spaces for analysis, reflection and application throughout the teaching-learning process; The teaching of a second language requires that creative teacher, with identity, with comprehensive training, with resources and tools that allow the practice of all the innovations inherent to this process, and; distance or virtual education as an inherent capacity of the human being that needs to be practiced in order to turn it into a skill. Keywords: Competences; creativity; virtual education; teaching performance. Información del manuscrito:Fecha de recepción: 22 de julio de 2021.Fecha de aceptación: 24 de septiembre de 2021.Fecha de publicación: 01 de octubre de 2021.