Factores que contribuyen o limitan la educación de los alumnos de la IE “Santa Rosa”, en el marco de la implementación de la estrategia educativa Aprendo en Casa, en el departamento de San Martín, 2020
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Date
2022-10-28
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Pontificia Universidad Católica del Perú
Abstract
La presente investigación busca valorar los factores que facilitan o limitan la
implementación adecuada de la estrategia educativa Aprendo en casa, la misma
que se viene trabajando en las IE públicas del país como medida alternativa de
estudios en la modalidad a distancia para hacer frente a la continuidad de la
educación básica regular en el país durante la pandemia por coronavirus.
Es así que, a través de este trabajo se identificó si las acciones implementadas por
la estrategia educativa Aprendo en casa han permitido el logro de sus objetivos, si la
estrategia considera un enfoque intercultural en su aplicación, así como si los
actores claves de esta estrategia han sido capacitados en su uso y contenido y, si
éstos cuentan con condiciones de conectividad y acceso a tecnologías de la
información necesarios para su uso. Para ello, se realizó el estudio de la ejecución
de Aprendo en casa en la IE de nivel secundario Santa Rosa, ubicada en la ciudad
de Tarapoto, provincia y departamento de SanMartín.
A partir de los hallazgos encontrados en la investigación se puede concebir que
existe la necesidad de mejorar la implementación de la estrategia Aprendo en casa
en las IE públicas del país, en especial de las zonas más alejadas y/o vulnerables,
trabajándola de una manera más integrada, que permita la reducción de las brechas
de acceso a esta estrategia debido a la enorme diversidad y desigualdades de
condiciones en las distintas regiones, que además, permita el fortalecimiento de las
capacidades docentes y el desarrollo de las habilidades comunicativas en ellos. Por
otro lado, cabe resaltar el involucramiento en el proceso educativo de los padres de
familia, así como el fortalecimiento de la autonomía y la cooperación entre los
estudiantes, pese a que la pandemia ha generado cambios no solo en los hábitos de
estudio sino también en las propias rutinas y prioridades familiares.
Por ello, y a raíz de los resultados de este trabajo se propone una propuesta de
mejora que permita que la estrategia educativa represente una alternativa efectiva
de educación no presencial en el país, aún con las limitaciones y desafíos que esta
situación conlleva en todos los actores educativos inmersos en este desafío.
This research seeks to assess the factors that facilitate or limit the adequate implementation of the educational strategy "I learn at home", which is being implemented in the public IE of the country as an alternative measure of studies in the distance modality to face the continuity of regular basic education in the country during the coronavirus pandemic. Thus, through this work, it was identified whether the actions implemented by the educational strategy "I learn at home" have allowed the achievement of its objectives, whether the strategy considers an intercultural approach in its application, as well as whether the key actors of this strategy have been trained in its use and content, and whether they have the necessary connectivity conditions and access to information technologies for its use. To this end, a study was conducted on the implementation of "I learn at home" in the secondary school Santa Rosa, located in the city of Tarapoto, province and department of San Martin. Based on the findings of the research, it is possible to conceive that there is a need to improve the implementation of the "I learn at home" strategy in public IEs in the country, especially in the most remote and/or vulnerable areas, working in a more integrated manner, which allows the reduction of the gaps in access to this strategy due to the enormous diversity and inequalities of conditions in the different regions, which also allows the strengthening of teaching capacities and the development of communication skills in them. On the other hand, it is worth highlighting the involvement of parents in the educational process, as well as the strengthening of autonomy and cooperation among students, despite the fact that the pandemic has generated changes not only in study habits but also in family routines and priorities. Therefore, and as a result of the results of this work, an improvement proposal is proposed that allows the educational strategy to represent an effective alternative of non-presential education in the country, even with the limitations and challenges that this situation entails for all the educational actors involved in this challenge.
This research seeks to assess the factors that facilitate or limit the adequate implementation of the educational strategy "I learn at home", which is being implemented in the public IE of the country as an alternative measure of studies in the distance modality to face the continuity of regular basic education in the country during the coronavirus pandemic. Thus, through this work, it was identified whether the actions implemented by the educational strategy "I learn at home" have allowed the achievement of its objectives, whether the strategy considers an intercultural approach in its application, as well as whether the key actors of this strategy have been trained in its use and content, and whether they have the necessary connectivity conditions and access to information technologies for its use. To this end, a study was conducted on the implementation of "I learn at home" in the secondary school Santa Rosa, located in the city of Tarapoto, province and department of San Martin. Based on the findings of the research, it is possible to conceive that there is a need to improve the implementation of the "I learn at home" strategy in public IEs in the country, especially in the most remote and/or vulnerable areas, working in a more integrated manner, which allows the reduction of the gaps in access to this strategy due to the enormous diversity and inequalities of conditions in the different regions, which also allows the strengthening of teaching capacities and the development of communication skills in them. On the other hand, it is worth highlighting the involvement of parents in the educational process, as well as the strengthening of autonomy and cooperation among students, despite the fact that the pandemic has generated changes not only in study habits but also in family routines and priorities. Therefore, and as a result of the results of this work, an improvement proposal is proposed that allows the educational strategy to represent an effective alternative of non-presential education in the country, even with the limitations and challenges that this situation entails for all the educational actors involved in this challenge.
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Keywords
Educación virtual--Perú--San Martín, Educación básica--Perú, COVID-19 (Enfermedad), Tecnología de la información
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