Escuelas cerradas, aulas abiertas: estrategias de enseñanza remota en una comunidad rural de Yucatán.

Marín Che, Armando Josué; Pinto Sosa, Jesús Enrique

The purpose of this research is to know the communication process and the remote teaching strategies that teachers of a telesecondary school in southern Yucatán have implemented during the closure of the schools in the 2020-2021 school year. From a qualitative and multidisciplinary approach, we carried out an instrumental case study with a phenomenological orientation which allowed us to know better the experiences, achievements, and challenges of their strategies. We drew the information through in-depth interviews with school teachers, a review of teachers' evidence, and the observation of virtual classes, the community, and the face-to-face school meetings held during that period. The results reveal the need to advance contextualized didactic strategies that take into account the ethnic and socioeconomic diversity of the communities and the social inequalities of the populations and their members in the framework of the educational and health emergency.

YUCATAN (Mexico : State); TEACHERS; SCHOOL closings; SCHOOL year; CULTURAL pluralism; EDUCATIONAL planning; EQUALITY; VIRTUAL communities; CLASSROOMS

Revista Latinoamericana de Estudios Educativos, 2021, Vol 51, p215

0185-1284

Academic Journal

10.48102/rlee.2021.51.ESPECIAL.463