Los procesos de enseñanza en tiempos de pandemia : Las percepciones del profesorado de infantil de Chile, Colombia y Ecuador

Abstract

Early childhood education in Latin America is the educational level par excellence that promotes the development of comprehensive learning, knowledge and skills as a means of contributing to the social and integral well-being of children at this educational level, so ensuring compliance with the right to quality education in times of risk is of vital importance. In this context, exploring the perceptions of the educational work of a group of early childhood education teachers from Chile, Colombia and Ecuador in times of pandemic has become a topic of interest due to the value of both the resources they use and their participation and interaction in their new teaching space: the virtual one. In response to this objective, a descriptive-interpretative qualitative research was carried out based on the focus group technique that highlighted the distance that exists between the educational ideals proposed by international and governmental entities regarding the role of early childhood teachers and the results obtained when there is a latent lack of physical and virtual resources on the part of families and teachers in times of pandemic. Based on this reality, it is possible to visualize the diversity of consequences caused by the emerging digital divide both in teaching and learning at the early childhood level.