The epistemological disruption of pandemic isolation in teachers and students. A qualitative analysis from the connectivist perspective in a secondary education establishment

Castillo M.J.C.; Huari M.Y.Á.; Vargas I.M.; Pérez F.E.L. · Encuentros (Maracaibo) (2024) · DOI: 10.5281/zenodo.11118180

Resumen

Social isolation to prevent the spread of the Covid 19 virus was a disruptive factor in the teaching-learning process between 2020 and 2021. It is suggested that improvisation and spontaneity in the learning processes created interactivity between the theoretical components (preponderant throughout the practice of educational programs during the pandemic in Peru) and the life worlds of confined students, favoring knowledge disconnected from practical reality and weakening the empiricist basis of knowledge. The research has a constructivist approach, and a triangulation was used between discourse analysis, direct observation of online processes, and the application of semi-structured interviews in a public school in Lima among 22 informants (teachers, managers and students). Incidence factors detected: the teacher's improvisation in the face of the new context, the teachers' lack of digital literacy, the intensive use of tutorials appropriate to the pre-pandemic context and the preponderance of cognitive schemes tied to digital representations.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad Privada Norbert Wiener; Universidad César Vallejo