Educational problems in the context of a pandemic from the perspective of teachers

Abstract

This study seeks to analyze the affective, interactional and contextual problems that impact the educational processes of boys and girls during the pandemic, from the perception of teachers. Adopting a qualitative paradigm, of an exploratory and descriptive nature, with a phenomenological approach, information is collected through a group interview with 54 teachers from two municipal dependency educational establishments. Two categories emerge from the analysis, the first referring to problems related to the general educational context, and the second related to the processes of teaching and learning. The impact that virtual education has caused in boys and girls from the affective, interactional and educational perspectives is relieved, considering the experiences of the main protagonists who have experienced the destructuring of the educational system in the context of a health emergency, around the factors that hinder children’s learning and development, to provide relevant tools in complex contexts.