Perceptions around education on times of pandemic by school education teachers in Colombia, Argentina and Chile

Abstract

The reality of the coronavirus has led to multiple transformations in various social sectors, of which the field of education is not alien. In this context, the changes have gone through new training scenarios that make use of technology, distance training and virtuality, a fact that for many educational institutions and teachers constitutes new experiences. This scenario was a particularly difficult challenge for teachers when developing educational practices in times of pandemic. Based on what has been described, the present investigation aims to analyze the perceptions around the experience of educating in times of pandemic in a sample of Colombian, Argentine and Chilean teachers. For this, two types of research framed in a qualitative paradigm are used, the first investigates social representations with the technique of natural semantic networks and the second recovers narratives that are analyzed with the technique of content analysis. With the data collected, an analysis is carried out establishing prevalence, similarities and differences between the countries, in which some trends and recurrences are evidenced regarding the difficulties of educating in times of pandemic, such as connectivity, use of technologies, time, emotions, among others. At the same time, some aspects are rescued that suggest a capitalization of the situation, based on overcoming adversity with educational experiences marked by the novelty, the assessment of the relationships between subjects, the role of the teacher, the family, the resources and pedagogical strategies, among others.