Aulas llenas y aulas vacías: decisiones y acciones de una directora de preescolar indígena durante el confinamiento.

Gallegos Ruiz, Itziar Scarlet; Tinajero Villavicencio, María Guadalupe

This article describes the work carried out by a director and a teacher of an indigenous multigrade preschool from Baja California, Mexico, during the health contingency caused by Covid-19. The objective is to know the challenges she faced during the transition from face-to-face to remote education and to identify the type of actions that she promoted to continue with the educational processes regarding the closure of schools. From a qualitative approach, we collected information in two moments. We initially observed and interviewed the teacher before school closings and, later, when the strategy Learn at Home was launched. The results show that the teacher made decisions and modified the government strategy to adapt it to the contextual needs of her students. She used all the resources available to prevent her students from dropping out of the level. This case allows us to understand the results evidenced by the teacher (the 98.33% of the enrollment remained in the 2020-2021 school year) are anchored in the work that she had been doing in the school she founded.

BAJA California (Mexico : State); MEXICO; SCHOOL closings; TEACHERS; DISTANCE education; SCHOOL year; LEARNING strategies

Revista Latinoamericana de Estudios Educativos, 2022, Vol 52, Issue 1, p241

0185-1284

Academic Journal

10.48102/rlee.2022.52.1.474