Subjetive experience of an rural teacher of Loreto in front of the program "Aprendo en Casa" in pandemic

Abstract

The objective of the study was to understand the subjective experience of the rural teacher working in the Loreto region in front of the Aprendo en Casa (AeC) program in pandemic. To this end, a qualitative phenomenological study was developed for 10 teachers working in five schools located in villages in the rural area of Loreto, to whom the technique of semi-structured interview was applied. Among the most outstanding findings, it is noted that they perceived distance learning as a great challenge, and the AeC as an inadequate learning strategy. This is due to the presence of logistical, technological and professional difficulties in the Amazonian context, and errors in the quality, relevance and organization of educational content. In addition, it is revealed that the psychological well-being of the participants has been affected, retaining with predominance negative emotions and concerns related to the effectiveness of their performance, and the learning and social reality of their students. However, this led to the acquisition of new personal resources and professional skills and the development of better expectations and initiatives that support AeC. It is concluded that the teacher, even in the midst of a pandemic context, with multifactorial limitations at the professional level, with affectations at a personal level and the incorporation into his role of an ineffective educational tool, has overcome in order to give continuity to its role and contribute to the progress of his students.