Resumen

GOMEZ GLORIA, Jennifer  y  CHAPARRO CASO-LOPEZ, Alicia Alelí. School coexistence in pandemic context: The experience of secondary school teachers. Sinéctica [online]. 2021, n.57, e1276.  Epub 21-Feb-2022. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2021)0057-016.

The propose of this study was to describe the experiences of secondary school teachers in a Mexican state with respect to school coexistence in the context of the COVID-19. The methodological approach was qualitative with a Grounded Theory design. Focus groups were conducted to collect teachers’ experiences and the information obtained was analyzed through the constant comparison technique. The results were grouped into four categories: Teacher’s values, students’ families, attention to students’ needs and postcovid-19 school coexistence. It was found that teachers have adapted didactic and communication strategies to strengthen the links between the teacher-student-parent triad. By strengthening this link, teachers have greater knowledge about the conditions of social inequality of their students, which has generated the strengthening of values such as empathy, solidarity, and commitment. The study makes it possible to visualize the adaptations, the challenges faced by teachers to build school coexistence in this scenario and the challenges that are foreseen upon returning to the schools.

Palabras llave : school coexistence; COVID-19; teaching practice; social inequality.

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