Contexto sociocultural y aprendizaje escolar Postpandemia en población vulnerable de una zona urbana de la frontera colombo-venezolana
No hay miniatura disponible
Fecha
2025
Autores
Contreras Bautista, Jaime Eduardo
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
En la investigación desarrollada a continuación, se examinaron las relaciones
entre el contexto sociocultural y el aprendizaje escolar en una población vulnerable de
la frontera colombo-venezolana en el escenario postpandemia. A través de un enfoque
hermenéutico-fenomenológico cualitativo en donde se aplicó la cartografía social, la
entrevista semiestructurada y grupos focales, se analizaron las experiencias de
estudiantes, docentes y familias, revelando cómo factores, entre ellos, la pobreza, la
falta de motivación y las dificultades intrafamiliares obstaculizan el proceso
educativo. Los resultados de la investigación destacan la resiliencia de los estudiantes
y el compromiso de los educadores, quienes buscan implementar prácticas
pedagógicas adaptadas a las realidades de los alumnos. Adicionalmente, se propone
un conjunto de alternativas para mejorar el aprendizaje escolar, enfatizando la
necesidad de un enfoque integral que contemple las diversas dimensiones del
contexto sociocultural y su influencia en la educación.
In the research developed below, the relationships between the sociocultural context and school learning in a vulnerable population on the Colombian-Venezuelan border in the post-pandemic scenario were examined. Through a qualitative hermeneutic-phenomenological approach where social cartography, semi-structured interviews and focus groups were applied, the experiences of students, teachers and families were analyzed, revealing how factors, including poverty, lack of motivation and intra-family difficulties hinder the educational process. The research results highlight the resilience of the students and the commitment of educators, who seek to implement pedagogical practices adapted to the realities of the students. Additionally, a set of alternatives is proposed to improve school learning, emphasizing the need for a comprehensive approach that considers the various dimensions of the sociocultural context and its influence on education.
In the research developed below, the relationships between the sociocultural context and school learning in a vulnerable population on the Colombian-Venezuelan border in the post-pandemic scenario were examined. Through a qualitative hermeneutic-phenomenological approach where social cartography, semi-structured interviews and focus groups were applied, the experiences of students, teachers and families were analyzed, revealing how factors, including poverty, lack of motivation and intra-family difficulties hinder the educational process. The research results highlight the resilience of the students and the commitment of educators, who seek to implement pedagogical practices adapted to the realities of the students. Additionally, a set of alternatives is proposed to improve school learning, emphasizing the need for a comprehensive approach that considers the various dimensions of the sociocultural context and its influence on education.
Descripción
Palabras clave
Educación, Aprendizaje escolar, Vulnerabilidad, Contexto sociocultural, Frontera
