The Fragility of the School-in-Pandemic in Chile

Abstract

This chapter examines how Chilean education was affected by the COVID-19 pandemic in 2020. Like all school systems worldwide, Chilean education was strongly impacted, with schools closing for nearly the entire academic year, which necessitated an improvised “distance education.” This new system faced enormous difficulties, especially in rural sectors and for families that lacked sufficient resources in their homes, which in the case of Chile represent a significant portion of the population. Based on secondary sources and a study conducted by the authors, this chapter begins by describing the fundamental characteristics of Chilean education before continuing with an overview of the principal actions undertaken by public authorities to confront the pandemic in the educational sphere; we then present the (scant) information available on how the suspension of in-person classes affected different school actors and summarize the basic findings of our own study on this topic, whose focus is educational experiences at home. The chapter concludes with some reflections of a more general nature that seek to situate the educational debate triggered by the pandemic in a broader context, concerning the future evolution of the education system.

¿Cómo impactan las variables no-cognitivas el aprendizaje de los adolescentes en matemáticas en postpandemia ?

“…), la psicofisiología del individuo (i.e., movimientos oculares, nivel de reactividad fisiológica, potenciales evocados del cerebro, etc.) o su salud mental (i.e., síntomas precedentes o desencadenados por crisis como la pandemia) Bellei et al, (2022) señalan que, en educación, las prioridades están sesgadas hacia el aprendizaje académico y esto deja de lado las dimensiones intrapersonales: cuerpo -fisiología-, mente -funciones superiores-, emociónsalud mental y las dimensiones sociales (apego), que tradicionalmente se han descuidado. Dichas dimensiones no cognitivas han mostrado su significación para el aprendizaje y el desarrollo durante el periodo de pandemia.…”

Problemáticas educativas identificadas por docentes y estudiantes de bachillerato durante la pandemia. Evidencia para repensar la educación media superior en la pospandemia

“…Estos cambios percibidos por docentes y estudiantes han generado tensiones en las formas de relacionarse en el retorno a la presencialidad cara a cara (Banihashem et al, 2022;Bellei y Contreras, 2023). Todos estos son aspectos que, al analizarse en función del subsistema al que pertenecían y las variables que tienen que ver con el perfil de quienes contestaron el instrumento, posibilitan la identificación de información adicional para comprender tanto las problemáticas registradas en la pandemia como lo que en la actualidad se vive en el regreso a lo presencial.…”

Teachers’ difficulties and strategies in teaching reading online under text-based approach

“…Meanwhile, few studies focusing in teaching reading under TBA in online learning. Looking at the current situation, online learning in education faces multiple challenges regarding technological equipment and connectivity (Bellei et al, 2022). By exploring difficulties and the strategies to overcome in teaching reading online, it can enrich the study of teaching reading in online learning.…”