Estrategias educativas de emergencia implementadas en colegios en el contexto de COVID- 19: Revisión sistemática

Felipe Daniel Quiroga-Acero

doi:10.22235/pe.v17i2.3838

Autores/as

Felipe Daniel Quiroga-Acero Universidad Antonio Nariño https://orcid.org/0009-0002-7714-1824

DOI:

https://doi.org/10.22235/pe.v17i2.3838

Palabras clave:

estrategias educativas, educación primaria, educación secundaria, COVID-19

Resumen

Esta revisión sistemática emplea la metodología PRISMA para abordar las estrategias educativas implementadas durante la pandemia de COVID-19 desde 2020 hasta el primer semestre de 2023. El objetivo principal es analizar las estrategias educativas que surgen como respuesta a la pandemia, considerando aspectos como impactos, obstáculos y oportunidades. En total se analizaron 67 artículos científicos obtenidos de las bases de datos Scopus y ERIC. Los resultados de la revisión revelaron tres categorías principales de análisis. La primera gira en torno a las estrategias educativas de emergencia, la segunda aborda las barreras y brechas de aprendizaje, y la tercera desarrolla la pérdida de aprendizaje causada por el cierre de las escuelas. La revisión reconoce la labor docente y los logros obtenidos gracias a las adaptaciones realizadas durante la pandemia. Sin embargo, también se encontró una relación negativa en la salud mental de docentes, familias y estudiantes debido a los encierros, así como la profundización de desigualdades. Además, se evidenció la falta de preparación de la sociedad para afrontar crisis educativas. Se subraya la necesidad de investigaciones futuras enfocadas en comprender la relación entre las estrategias implementadas, la pérdida de aprendizaje y los resultados académicos.

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