Resumen de Miradas y voces frente a una crisis
The unexpected closure of educational institutions in Spain on March 11, 2020, due to the COVID-19 pandemic, necessitated an immediate shift away from in-person teaching. This doctoral research explores adaptations in the teaching-learning processes within a context of enforced hybrid learning caused by the health crisis, using a qualitative approach grounded in ethnographic and autoethnographic methods. The specific case study focused on a school in Madrid, involving students, teachers, and families from compulsory secondary education and baccalaureate programs. Data collection combined participant observation, semi-structured interviews, and documentary analysis. The investigative process was divided into four phases: preparatory, fieldwork, analytical, and informative. Through data coding and categorization, eighteen thematic families and six vectors of meaning that articulate the educational experience were identified. These vectors reveal the interactions between spaces, relationships, and personal experiences linked to learning. Preliminary results suggest that the shift to virtual education has had a significant impact on the emotional and psychological aspects of all involved, highlighting the need to reevaluate social relationships and their role in education. Challenges such as eliminating inequalities, improving evaluation processes and pedagogical methods, and effectively integrating families into the educational process are also acknowledged. This study emphasizes the importance of conceiving learning as a situational and relational process, focusing on the interaction between the individual and their social and physical environment.
