15 décembre 2022
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.14516/fde.1007
http://creativecommons.org/licenses/by-nc/
Diego Fernando Barragán-Giraldo et al., « Resistance to technological precariousness inColombian rural schools during the Covid-19shutdown », HAL-SHS : sciences de l'éducation, ID : 10.14516/fde.1007
The objective of this work is to present how teachers in rural schools with precariousconditions of technological resources in Colombia were able to overcome the challenges of teachingduring the Covid-19 Pandemic and how they found out other strategies to keep working despitethe lock down in schools and the entire country. The approach of this study was qualitative and themethodology used privileged the elements of the narrative research through the production andanalysis of 65 testimonial stories coming from key actors in Colombian rural education, among whichwere teachers, principals and coordinators, officials from the Ministry of Education and consultantswith experience executing national projects, all of them with a meaningful experience in ruraleducation. The conclusions regarding the ways of overcoming the technological precariousnesscan be understood from two perspectives: the first has to do with the uses of analog and digitaltechnologies -radio, WhatsApp, Facebook, digital platforms and traditional forms such as guides,printed material, books, brochures- that operated as communicative and educational interfaces. Thesecond, refers to the work of teachers in relation to pedagogical care and hospitality gestures. Thesetwo aspects show how teachers who have no resources, either, resist despite the technologicalprecariousness of their schools during the lock down due to the Covid-19 pandemic. This study doesnot exempt government entities from their historical responsibility of overcoming social and digitalinequality in the Colombian rural areas.