Resumo

ELISONDO, Romina Cecilia  e  DE LA BARRERA, María Laura. Pandemic and learning experiences in secondary schools from Río Cuarto (Argentina). Cuad. Investig. Educ. [online]. 2022, vol.13, n.1, pp.43-58.  Epub 01-Jun-2022. ISSN 1510-2432.  https://doi.org/10.18861/cied.2022.13.1.3174.

The objective of this qualitative and exploratory study is to analyze meanings constructed by high school students regarding educational experiences in times of pandemic. The interest is to study experiences lived in the year 2020, recovering, from the voices of the participants, emotions, links and learning and agency processes. 518 students from secondary level institutions in Río Cuarto (Argentina) participated, who responded to an open questionnaire on educational experiences in virtuality. Students from 1st to 6th year of public and private management institutions were included, the ages of the participants ranged between 12 and 20 years. The data were analyzed qualitatively using constant coding, categorization, and comparison. The results indicate the predominance of the following emotions: overwhelm, stress, frustration, anxiety, anguish, helplessness, confusion, demotivation and isolation. Digital gaps and inequalities were identified in terms of institutional proposals and family supports. There is a marked concern of the student body for the links and the unsuccessful learning. However, expressions were also found that account for agency processes, the construction of actions and new projects to face adverse educational situations. Students have generated alternatives to solve problems during remote teaching, among which the search for pedagogical aids in peer groups, teachers and relatives, and the organization of time and learning activities stand out. The results are interpreted in light of current studies on educational processes in the context of COVID-19. Based on the analyses and interpretations, guidelines and suggestions are proposed to think about new educational normalities.

Palavras-chave : COVID-19; high school; experiences; emotions; learning; remote education; inequality; agency.

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