Análisis de las prácticas sociotécnicas de los estudiantes y docentes de la Unidad Educativa Isabel Moscoso Dávila en el marco de la pospandemia (septiembre-diciembre 2022)

Abstract

his research analyzes the sociotechnical practices of students and teachers at the Isabel Moscoso Dávila Educational School. This educational institution, like other institutions in Ecuador, had to undergo a series of changes in education due COVID-19 pandemic. One of them was the transition from virtual to face-to-face education in the post-pandemic or postconfinement

context. It is important for us to investigate how sociotechnical practices are developed by students and teacher in learning process after confinement at the Isabel Moscoso Dávila Educational School? The analytical tools were based on the dialogue between the Theory of Social Practices and some contributions from Pierre Bourdieu's Sociology of Education and the Social Construction of Technology (SCOT). A Case study methodology with an ethnographic approach, was implemented through observations and interviews to teachers, students -and parents- of school and application of activities including an "experiment". We focus on describing the meanings and materialities in three moments of learning process: learning at classroom, learning outside classroom, and team and experimental work. This article concludes that the sociotechnical practices during the learning process acquire, for the relevant social groups, senses of information search, logistical organization, surveillance and materialities that are intermingled in moments of traditional education and technical education. This research took place within Project "Co-construction Alternatives to face educational gap at Isabel Moscoso Dávila Educational School" sponsored by Dirección de Vinculación con la Sociedad of University of Cuenca.