<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000100632</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i28.1835</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las necesidades sociales y académicas de los estudiantes de bachillerato en un entorno de la modalidad híbrida]]></article-title>
<article-title xml:lang="en"><![CDATA[The social and academic needs of high school students in a hybrid modality environment]]></article-title>
<article-title xml:lang="pt"><![CDATA[As necessidades sociais e acadêmicas de estudantes do ensino médio em ambiente de modalidade híbrida]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarrete Radilla]]></surname>
<given-names><![CDATA[María Ysabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paz Sánchez]]></surname>
<given-names><![CDATA[Jemima Asareel De la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000100632&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000100632&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000100632&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Son claros los nuevos retos pospandemia que ha tenido el Estado en general y las instituciones educativas en particular para mitigar la enorme brecha educativa y digital, la cual ha sido consecuencia natural de una desigualdad social en materia económica. No será posible avanzar en la implementación de un modelo educativo híbrido si primero no se solucionan problemas y necesidades básicas, como es el caso de México, donde 32.6 % de las escuelas básicas se encuentran en comunidades rurales. De hecho, en el caso concreto del estado de Guerrero, solo 47.1 % de los hogares cuenta con servicio de internet. Varias investigaciones han resaltado la importancia de la modalidad híbrida para mejorar la calidad en el aprendizaje y potenciar la autonomía del estudiante, pero también han reconocido que el analfabetismo digital y el rol pasivo del estudiante han llevado a desalentar el aprovechamiento que la tecnología ofrece. Por tanto, y considerando que la modalidad híbrida para las escuelas se generalizará en un futuro muy cercano, surge la siguiente pregunta de investigación: ¿cuáles son las condiciones en las que se encuentran los estudiantes de dos escuelas públicas para adaptarse a esta nueva modalidad? En concreto, la investigación fue cualitativa-fenomenológica, y se realizaron entrevistas a quince estudiantes a partir de una pregunta generadora. Los datos se analizaron apoyados de la teoría fundamentada, para lo cual se crearon grupos de códigos en el Atlas.ti v23. Se encontró que la brecha digital es el resultado de los problemas económicos y del alfabetismo digital. Además, es de suma importancia tomar en cuenta que tanto docentes como estudiantes continúan con prácticas tradicionales, lo que lleva a estos últimos, principalmente, a adoptar un rol de dependencia y pasividad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The new post-pandemic challenges that the State in general and educational institutions in particular have had to face in order to mitigate the enormous educational and digital gap are clear, as this has been the natural consequence of social inequality in economic matters. It will not be possible to advance in the implementation of a hybrid educational model if basic problems and needs are not solved first, as is the case in Mexico, where 32.6% of basic schools are located in rural communities, in the state of Guerrero only 47.1% of households have internet service. Several researches have highlighted the importance of the hybrid modality to improve the quality of learning and enhance student autonomy, but they have also recognized that digital illiteracy and the passive role of the student have led to discourage the use of technology. Considering that the hybrid modality for schools is a very near future, the question for this paper arises: what are the conditions in which students in two public schools are able to adapt to this new modality? The new post-pandemic challenges that the State in general and educational institutions in particular have had to face in order to mitigate the enormous educational and digital gap are clear, as this has been the natural consequence of social inequality in economic matters. It will not be possible to advance in the implementation of a hybrid educational model if basic problems and needs are not solved first, as is the case in Mexico, where 32.6% of basic schools are located in rural communities, in the state of Guerrero only 47.1% of households have internet service. Several researches have highlighted the importance of the hybrid modality to improve the quality of learning and enhance student autonomy, but they have also recognized that digital illiteracy and the passive role of the student have led to discourage the use of technology. Considering that the hybrid modality for schools is a very near future, the question for this paper arises: what are the conditions in which students in two public schools are able to adapt to this new modality? The research was qualitative-phenomenological, interviews were conducted with fifteen students based on a generative question. The data were analyzed with the support of grounded theory, creating code groups in ATLAS.ti v23. It was found that the digital divide is not only the result of economic problems and digital literacy, it is also of utmost importance to take into account that both teachers and students continue with traditional practices, the latter of dependence and passivity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo São claros os novos desafios pós-pandemia que o Estado em geral e as instituições educativas em particular têm tido para mitigar o enorme fosso educativo e digital, que tem sido uma consequência natural da desigualdade social em matéria económica. Não será possível avançar na implementação de um modelo educacional híbrido se os problemas e necessidades básicas não forem resolvidos primeiro, como é o caso do México, onde 32,6% das escolas básicas estão localizadas em comunidades rurais. Na verdade, no caso específico do estado de Guerrero, apenas 47,1% dos domicílios possuem serviço de internet. Diversas investigações destacaram a importância da modalidade híbrida para melhorar a qualidade da aprendizagem e aumentar a autonomia dos alunos, mas também reconheceram que o analfabetismo digital e o papel passivo do aluno levaram a desencorajar o uso que a tecnologia oferece. Assim, e considerando que a modalidade híbrida para escolas se difundirá num futuro muito próximo, surge a seguinte questão de investigação: quais as condições em que se encontram os alunos de duas escolas públicas para se adaptarem a esta nova modalidade? Especificamente, a pesquisa foi qualitativa-fenomenológica e foram realizadas entrevistas com quinze estudantes a partir de uma questão geradora. Os dados foram analisados &#8203;&#8203;apoiados na teoria fundamentada, para a qual foram criados grupos de códigos no Atlas.ti v23. Verificou-se que a exclusão digital é o resultado de problemas económicos e de literacia digital. Além disso, é extremamente importante levar em conta que tanto professores como alunos continuam com práticas tradicionais, o que leva estes últimos, principalmente, a adotarem um papel de dependência e passividade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje autónomo]]></kwd>
<kwd lng="es"><![CDATA[brechas digitales]]></kwd>
<kwd lng="es"><![CDATA[modalidad híbrida]]></kwd>
<kwd lng="es"><![CDATA[modalidad presencial]]></kwd>
<kwd lng="es"><![CDATA[modalidad virtual]]></kwd>
<kwd lng="en"><![CDATA[Autonomous learning]]></kwd>
<kwd lng="en"><![CDATA[digital divide]]></kwd>
<kwd lng="en"><![CDATA[hybrid modality]]></kwd>
<kwd lng="en"><![CDATA[face-to-face modality]]></kwd>
<kwd lng="en"><![CDATA[virtual modality]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem autônoma]]></kwd>
<kwd lng="pt"><![CDATA[exclusão digital]]></kwd>
<kwd lng="pt"><![CDATA[modalidade híbrida]]></kwd>
<kwd lng="pt"><![CDATA[modalidade presencial]]></kwd>
<kwd lng="pt"><![CDATA[modalidade virtual]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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