The article discusses the Ecuadorian education system, specifically the extensive school schedule set by the Ministry of Education, which includes around 200 days of classes per academic year, excluding additional make-up classes and proficiency exams. It critiques the lack of clear education standards and the tendency towards romanticizing education, which has reportedly led to a culture of disrespect for authority, poor academic performance, and a lack of accountability among students. The author expresses concern over the consequences of this system on students' well-being and behavior.

In particular, the article highlights the plight of students who begin the school year in May, only to find themselves enduring classes until February and facing exams shortly after festive periods. The author notes that this rigorous schedule leaves students exhausted, especially those transitioning to higher grades, as they must take exams during difficult times, such as amidst rainy seasons. Such scheduling issues, according to the author, have persisted since their establishment in a previous decade, with no significant breaks other than the obligatory Christmas holiday.

The critique emphasizes that this educational model has not yielded significant benefits, as students remain disengaged and overwhelmed, emphasizing the need for reform in how educational time is structured to support better learning outcomes and mental health for students. The author calls for a reevaluation of the school calendar to foster a more productive and respectful educational environment.