Pandemic and learning experiences in secondary schools from Río Cuarto (Argentina)
Pandemia y experiencias de aprendizaje en escuelas secundarias de Río Cuarto (Argentina)
Pandemia e experiências de aprendizagem em escolas secundárias de Río Cuarto (Argentina)
| 2022 | |
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COVID-19 escuela secundaria experiencias emociones aprendizaje educación remota desigualdad agencia COVID-19 escola Secundária experiências emoções aprendizado educação à distância desigualdade agencia COVID-19 high school experiences emotions learning remote education inequality agency |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3174
http://hdl.handle.net/20.500.11968/4600 |
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| Acceso abierto | |
| http://creativecommons.org/licenses/by/4.0 |
| Sumario: | The objective of this qualitative and exploratory study is to analyze meanings constructed by high school students around educational experiences in pandemic times. The objective is to study experiences lived during 2020, recovering, from the voices of the participants, emotions, relationships, and learning and agency processes. 518 students from secondary level institutions in Río Cuarto (Argentina) participated and responded to an open questionnaire on virtual learning experiences. Students from 1st to 6th year of public and private institutions between the ages of 12 and 20 participated. The data were analyzed qualitatively using constant coding, categorization, and comparison. The results indicate the predominance of the following emotions: feeling overwhelmed, stress, frustration, anxiety, anguish, helplessness, confusion, demotivation and isolation. Digital gaps and inequalities were identified in terms of institutional proposals and family support. There is a marked concern among students about relationships and unsuccessful learning. However, expressions were also found that account for agency processes, the construction of actions and new projects to face adverse educational situations. Students have generated alternatives to solve problems during remote teaching, among which the search for pedagogical aids in peer groups, teachers and relatives, and the organization of time and learning activities stand out. The results are interpreted in light of current studies on educational processes in the context of COVID-19. Based on the analyses and interpretations, guidelines and suggestions are proposed to think about new educational normalities. |
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