Educación en emergencia: retos y desafíos en tiempos de pandemia. Caso Napo

Abstract

This article aims to present in a critical and detailed way some of the realities of education in times of health emergency in the province of NapoEcuador. The study addresses the context before and during the pandemic, through elements such as connectivity, training and the role of the teacher, modalities of studies and pedagogical practices. For this, a qualitative approach research was developed through the systematization of experiences of 100 teachers in the province, between 34 and 59 years of age, who work in hispanic and bilingual schools, in urban and rural areas. Through the analysis of the results, the following conclusions were reached: 1) the narrated and systematized experiences indicate how the right to a quality education has been violated, 2) the teaching role must be (re) thought from the current educational approach, 3) the pedagogical and curricular proposals raised in the state of emergency still need to be reviewed and improved from the axes of connectivity, pedagogical support, interculturality and bilingualism. Therefore, education in Napo requires proposing plans and strategies from the fields of teacher training, access to resources and techno-pedagogical tools. In addition, it is necessary to reflect on the nature of the investigations carried out from the territory of Napo itself, to create spaces for dialogue in research from a socio-community approach.