¿Volvemos a clases? Análisis desde la Psicología Educativa ante los efectos de la pandemia por Covid-19
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Revista de Psicologia
Abstract
La pandemia por coronavirus afectó en todo el mundo, trajo problemas y complicaciones, ofreció nuevas perspectivas y alternativas e impulsó avances del uso de la tecnología en la educación. Sin embargo, los estudiantes en todo el país se han visto afectados en su avance académico, debido principalmente a la brecha digital, especialmente los más pobres y las minorías más vulnerables (estudiantes con discapacidad, de ámbitos rurales, de pueblos originarios, cuya lengua materna es un idioma originario) con mayor riesgo de dificultades en el campo educativo y del desarrollo humano y psicosocial. En este artículo se analiza, desde la perspectiva de la Psicología de la Educación, la situación educativa de nuestros estudiantes desde el inicio de la pandemia por Covid-19 en Bolivia, señalando dos tendencias de análisis: pros y contras, así como los efectos y posibles impactos en el aprendizaje y el desarrollo infantil en la población escolar. Si bien existen algunos pros del cierre de instituciones educativas con relación al aprendizaje, en realidad las consecuencias no deseadas son mayores y más preocupantes. Finalmente se proponen algunas recomendaciones para el retorno a clases y recuperación de los rezagos académicos en la "nueva normalidad" que les tocará vivir a nuestros estudiantes.
The Covid-19 pandemic affected the entire world, brought problems and complications, offered new perspectives and alternatives, and promoted advances in technological education. However, students throughout our country have been affected in their academic progress due to digital divide, especially poorest and most vulnerable minorities (as students with disabilities, from rural areas, indigenous people, whose mother tongue is a native language), with a greater risk of difficulties in educational field and in human and psychosocial development. This article analyzes, from the perspective of Educational Psychology, the educational situation of students since beginning of the Covid-19 pandemic in Bolivia, pointing out two trends of analysis: pros and cons, as well as effects and possible impacts in learning and child development in school population. While there are some pros to school closings, in reality the unintended consequences are greater and more concerning. Finally, some recommendations are proposed for the return to classes and recovery of academic lags in the "new normal" that our students will have to live.
The Covid-19 pandemic affected the entire world, brought problems and complications, offered new perspectives and alternatives, and promoted advances in technological education. However, students throughout our country have been affected in their academic progress due to digital divide, especially poorest and most vulnerable minorities (as students with disabilities, from rural areas, indigenous people, whose mother tongue is a native language), with a greater risk of difficulties in educational field and in human and psychosocial development. This article analyzes, from the perspective of Educational Psychology, the educational situation of students since beginning of the Covid-19 pandemic in Bolivia, pointing out two trends of analysis: pros and cons, as well as effects and possible impacts in learning and child development in school population. While there are some pros to school closings, in reality the unintended consequences are greater and more concerning. Finally, some recommendations are proposed for the return to classes and recovery of academic lags in the "new normal" that our students will have to live.
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