Resistance to technological precariousness in Colombian rural schools during the Covid-19 shutdown
Resistencia a la precariedad tecnológica en escuelas rurales colombianas durante el cierre por la Covid-19
Résumé
The objective of this work is to present how teachers in rural schools with precarious
conditions of technological resources in Colombia were able to overcome the challenges of teaching
during the Covid-19 Pandemic and how they found out other strategies to keep working despite
the lock down in schools and the entire country. The approach of this study was qualitative and the
methodology used privileged the elements of the narrative research through the production and
analysis of 65 testimonial stories coming from key actors in Colombian rural education, among which
were teachers, principals and coordinators, officials from the Ministry of Education and consultants
with experience executing national projects, all of them with a meaningful experience in rural
education. The conclusions regarding the ways of overcoming the technological precariousness
can be understood from two perspectives: the first has to do with the uses of analog and digital
technologies -radio, WhatsApp, Facebook, digital platforms and traditional forms such as guides,
printed material, books, brochures- that operated as communicative and educational interfaces. The
second, refers to the work of teachers in relation to pedagogical care and hospitality gestures. These
two aspects show how teachers who have no resources, either, resist despite the technological
precariousness of their schools during the lock down due to the Covid-19 pandemic. This study does
not exempt government entities from their historical responsibility of overcoming social and digital
inequality in the Colombian rural areas.
El objetivo de este trabajo es mostrar algunas resistencias a la precariedad tecnológica durante el cierre de las escuelas rurales en Colombia por la pandemia de la Covid-19. Con un enfoque cualitativo, metodológicamente se privilegiaron los elementos de la investigación narrativa mediante la producción y análisis de 65 relatos testimoniales de igual número de actores clave en la educación rural colombiana entre los que se encontraban docentes, rectores y coordinadores, funcionarios del Ministerio de Educación de Colombia y consultores con experiencia en proyectos de ejecución nacional; actores todos con experiencia en educación rural. Las conclusiones en relación con las formas de resistencia a la precariedad tecnológica pueden entenderse desde dos perspectivas: la primera tiene que ver con los usos de tecnologías análogas y digitales en una recombinación y reutilización de medios (radio, WhatsApp, Facebook, plataformas digitales, formas tradicionales como guías, material impreso, libros, folletos) que operan como interfaces comunicativas y educativas, la segunda remite a la labor de los docentes en relación con el cuidado pedagógico y los gestos de hospitalidad. Estos dos aspectos evidencian resistencias a la precariedad tecnológica, desde la precariedad misma, durante el cierre de las escuelas por la Covid-19, lo que a su vez no exime a los entes gubernamentales de su responsabilidad histórica por superar la desigualdad social y digital en la ruralidad colombiana.
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