School Emotions in Isolation: Iconographic Analysis of Drawings in Mexico, Brazil, and Peru; [Emoções escolares isoladas: análise iconográfica de desenhos no México, Brasil e Peru]

Holguin-Alvarez J.; Cruz-Flores G.D.L.; Taxa F.; Manrique-Alvarez G. · Revista Colombiana de Educacion (2024) · DOI: 10.17227/rce.num91-16335

Resumen

School emotions in social isolation are increasingly exacerbated due to the pandemic. The need for children to express themselves is becoming increasingly pronounced, and therefore, drawing and their narratives can be a means of expressing their most common needs, activities, and concerns. This research article was conducted in the qualitative approach of interpretive hermeneutic design, aiming to describe the emotions about school and leisure activities in the pandemic. In this way, boys and girls from 7 to 12 years old from Brazil, Mexico, and Peru participated in the study. We adapted Fury’s (1996) conceptual framework to analyze the emotions expressed in 288 drawings extracted from a reported population of 436. The methodology of analysis of the textual narratives drew on Paivio’s (1990) iconic understanding foundations. Initially, it is concluded that the emotions reflected in the graphic and verbal contents express determination among students to adapt to the new modalities of interrelation. Thus, the accompaniment of the family in many cases is encouraging, and it is interesting to find the new technological role as a regulator of coexistence reflected in the drawings.

Instituciones: Universidad César Vallejo