Acceso usuarios
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Gajardo Espinoza, Katherine
[2]
León, España
Santiago, Chile
A raíz del estado de alarma, decretado por el COVID19 en España, se cerraron los centros educativos y se reorganizó el sistema educativo para que 10 millones de estudiantes pudieran continuar su educación a distancia. En esta investigación, de naturaleza exploratoria, se ha indagado la visión que tienen las familias y los propios estudiantes sobre las medidas educativas tomadas. 3400 personas contestaron una encuesta, cuyas respuestas fueron analizadas desde métodos cualitativos y cuantitativos. De los resultados se extraen cinco ideas fundamentales: 1) la brecha digital se suma y amplifica la brecha social; 2) las tecnologías, no son una alternativa a la relación educativa presencial, pero son una herramienta cada vez más enriquecedora; 3) es necesario repensar el actual currículum enciclopédico para discriminar lo prescindible de lo imprescindible; 4) evaluar no es calificar, es entender cómo ha sido el proceso de aprendizaje para ayudar estudiante a seguir avanzando, y 5) es necesario “cuidar a las personas” y primar su bienestar integral.
As a result of the "state of alarm," decreed due to the COVID-19 pandemic in Spain, all educational centers were closed and the educational system was reorganized so that 10 million students could continue their education remotely. This research, which is exploratory in nature, has investigated the vision that the families and, above all, the students themselves have of the educational measures that have been taken to deal with this period. 3400 Spaniards answered a survey, whose answers were analyzed, following mainly quantitative techniques (descriptive statistical analysis,) but also qualitative ones (content analysis.) Five fundamental ideas were identified from the results: (1) the digital divide adds to and amplifies the social divide, increasing inequality in times of crisis; (2) technologies, which have been an essential ally during the crisis, are not an alternative to the face-to-face educational relationship, but are an increasingly enriching tool to support the teaching-learning process; (3) it is necessary to rethink the current encyclopedic curriculum in order to discern what is dispensable from what is indispensable and to prioritize relevant content; (4) evaluation is not about grading, it is about understanding how the learning process has taken place in order to help each student to keep moving forward, and (5) it is necessary to " look after people " and give priority to their overall well-being, so that " no one is left behind".
