Publicación: Virtual ethnography: Collection of teaching and learning experiences and construction of the subjectivities of teachers and students in times of pandemic
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Universidad Industrial de Santander
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El siguiente artículo presenta los resultados de una investigación realizada a partir de una etnografía virtual en el aula, en el contexto de la contingencia sanitaria por el Covid-19, situación que afectó a nivel social los procesos educativos de la escuela llevando a un trasegar de la presencialidad a la virtualidad debido al confinamiento generado como respuesta para evitar la propagación por el contagio entre los estudiantes y maestros.
La investigación tiene como objetivo comprender los relatos etnográficos sobre las experiencias de enseñanza y aprendizaje en tiempos de pandemia a través de la educación virtual de maestros y estudiantes de grado once de bachillerato; lo que llevaría, por otro lado, a generar un acercamiento a la comprensión de las dinámicas en el aula por parte de los propios sujetos junto con la construcción de sí mismos, de sus subjetividades, a través de sus nociones, sentido común instalado, sus formas de comunicarse a través de la virtualidad y en el aula.
El trabajo de campo, el cual involucraría el ejercicio de observación, fue realizado en el marco de la asignatura de inglés; la cual, como se pudo comprobar a través de esta investigación se vio atravesada por la emergencia y todos aquellos factores inesperados que trajo consigo la pandemia, algo que no hizo sino motivar la creatividad de estudiantes y maestros. Se presenta también un breve recorrido sobre los enfoques teóricos que permitieron establecer la relación e influencia de los procesos de enseñanza y aprendizaje de una asignatura que involucra la lengua y el lenguaje, por tanto, el discurso y la comunicación, en la construcción de los relatos de los sujetos sobre sus experiencias, sus proyectos de vida, en fin, de sus subjetividades.
Al final, se concluye que el ejercicio realizado, a pesar de involucrar la mediación tecnológica en la interacción y contacto con los sujetos en el campo, no impidió que el trabajo fuera igual de riguroso que una etnografía “convencional”; puesto que también se requirió conservar la disciplina de consignar las observaciones en el diario de campo, es decir de conservar el hábito de escribir, al igual que generar los espacios necesarios para realizar las entrevistas etnográficas. Las demás conclusiones que se exponen surgieron de la observación realizada en el aula e igualmente se comparten algunas sugerencias y recomendaciones generadas a partir de lo aprendido.
The following article presents the results of an investigation carried out based on a virtual ethnography in the classroom in the context of the health contingency due to Covid-19. A situation affected the educational processes of the school at a social level. A situation caused a transfer from face-to-face to virtual due to the confinement generated as a response to prevent the spread of contagion among students and teachers. This research aimed to understand the ethnographic accounts of teaching and learning experiences in times of pandemic through the virtual education of eleventh grade teachers and high school students. Another intention that guided this project was to generate an approach to the understanding of the dynamics in the classroom by the subjects themselves together with the construction of themselves, of their subjectivities, through their notions, the installed common sense, and their forms to communicate through virtuality and in the classroom. The field work, which would involve the observation exercise, was carried out within the framework of the English subject; which, as it was possible to verify through this investigation, was crossed by the emergency and all those unexpected factors that the pandemic brought with it, something that did nothing but motivate the creativity of students and teachers. A brief overview of the theoretical approaches that allowed establishing the relationship and influence of the teaching and learning processes of a subject involves language and language, therefore, speech and communication, in the construction of stories is also presented of the subjects about their experiences, their life projects, in short, about their subjectivities. Finally, the exercise carried out, despite involving technological mediation in the interaction and contact with the subjects in the field, did not prevent the work from being as rigorous as a "conventional" ethnography. This work made it possible to demonstrate that, even in a virtual ethnography, it is necessary to preserve the discipline of recording observations in the field diary, that is, to preserve the habit of writing, as well as to generate the necessary spaces to carry out ethnographic interviews. The other conclusions arose from the observation made in the classroom and some suggestions and recommendations generated from the ethnography carried out shared.
The following article presents the results of an investigation carried out based on a virtual ethnography in the classroom in the context of the health contingency due to Covid-19. A situation affected the educational processes of the school at a social level. A situation caused a transfer from face-to-face to virtual due to the confinement generated as a response to prevent the spread of contagion among students and teachers. This research aimed to understand the ethnographic accounts of teaching and learning experiences in times of pandemic through the virtual education of eleventh grade teachers and high school students. Another intention that guided this project was to generate an approach to the understanding of the dynamics in the classroom by the subjects themselves together with the construction of themselves, of their subjectivities, through their notions, the installed common sense, and their forms to communicate through virtuality and in the classroom. The field work, which would involve the observation exercise, was carried out within the framework of the English subject; which, as it was possible to verify through this investigation, was crossed by the emergency and all those unexpected factors that the pandemic brought with it, something that did nothing but motivate the creativity of students and teachers. A brief overview of the theoretical approaches that allowed establishing the relationship and influence of the teaching and learning processes of a subject involves language and language, therefore, speech and communication, in the construction of stories is also presented of the subjects about their experiences, their life projects, in short, about their subjectivities. Finally, the exercise carried out, despite involving technological mediation in the interaction and contact with the subjects in the field, did not prevent the work from being as rigorous as a "conventional" ethnography. This work made it possible to demonstrate that, even in a virtual ethnography, it is necessary to preserve the discipline of recording observations in the field diary, that is, to preserve the habit of writing, as well as to generate the necessary spaces to carry out ethnographic interviews. The other conclusions arose from the observation made in the classroom and some suggestions and recommendations generated from the ethnography carried out shared.