Utopías y distopías en el contexto del COVID-19: una experiencia con estudiantes normalistas

Abstract

The objective of this research was to explore the educational transformations experienced by sixteen students in teacher training during the COVID-19 pandemic. The qualitative approach was used and was based on ethnomethodology and symbolic interactionism as theoretical frameworks. The conversation technique was used as a data collection instrument and a discourse analysis was carried out to generate categories a posteriori. The results showed that the students experienced dystopian and utopian elements in their virtual learning process, which influenced their perception and construction of the world. Among the dystopian elements, the economic, social and technological difficulties to access virtual education stand out, as well as the change in the teacher-student relationship that implied greater autonomy and research. Among the utopian elements, the coping strategies developed by the students to manage their emotions and negative thoughts stand out, as well as the change of local-global consciousness that favored their empathy. These findings reveal the importance of promoting the socio-emotional development of students, as well as the proper use of technological tools in normal schools, to improve educational quality and reduce sociales gaps.