Publication: El “desierto digital”: repercusiones de la COVID-19 en la Educación en España y Brasil
Authors
Moura-Vieira, M. E. ; Luderitz-Hoefel, M. G. ; Réal-Collado, J. T.
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.470951
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info:eu-repo/semantics/article
Description
Abstract
Con la aparición de la COVID-19, la forma de hacer y pensar la educación mediatizada por las tecnologías digitales, surgió con una fuerza repentina y nunca experimentada de la forma en que la vimos ocurrir en el año 2020. Así, la nueva realidad educativa se evidencia en la distancia de los cuerpos y la distancia en los procesos de enseñanza y aprendizaje, que ha tenido numerosos impactos en la práctica diaria de la educación. Esta investigación busca conocer las percepciones de los profesores/as de educación básica en España y Brasil, sobre las repercusiones de la COVID-19 en la educación. Se trata de una investigación descriptiva-exploratoria, con enfoque cualitativo, que realizó 12 entrevistas semiestructuradas a profesores/as de educación básica de ambos países. Los resultados indican que la incorporación abrupta de tecnologías digitales provocó un gran sufrimiento a los docentes, debido a la falta de formación para ellos, falta de condiciones mínimas de trabajo, aparición de nuevas demandas profesionales y psicológicas, así como diferencias generacionales en las relaciones con las tecnologías
With the emergence of Covid-19, the way of doing and thinking education permeated by digital technologies came up with sudden and never before seen strenght as we experienced in the year of 2020. With it, the new educational reality is highlighted in the distance between the bodies and the distance in teaching and learning processes, which has had numerous impacts in the daily practice of education. This investigation seeks to know the Basic Education professors and lecturers perceptions in Spain and Brasil, about the repercussions of Covid-19 in Education. It is a descriptive-exploratory investigation, with qualitative focus, that performed 12 semi-structured interviews to Basic Education teaching staff from both countries. The results indicate that the abrupt incorporation of digital technologies lead to a great suffering to teachers, on the account of a lack of training, lack of minimum working conditions, emergence of new professional and psychological demands, as well as generational differences in the relationships with the technologies
With the emergence of Covid-19, the way of doing and thinking education permeated by digital technologies came up with sudden and never before seen strenght as we experienced in the year of 2020. With it, the new educational reality is highlighted in the distance between the bodies and the distance in teaching and learning processes, which has had numerous impacts in the daily practice of education. This investigation seeks to know the Basic Education professors and lecturers perceptions in Spain and Brasil, about the repercussions of Covid-19 in Education. It is a descriptive-exploratory investigation, with qualitative focus, that performed 12 semi-structured interviews to Basic Education teaching staff from both countries. The results indicate that the abrupt incorporation of digital technologies lead to a great suffering to teachers, on the account of a lack of training, lack of minimum working conditions, emergence of new professional and psychological demands, as well as generational differences in the relationships with the technologies
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, N.2, V. 2, 2021
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