RESILIENT STRATEGIES IN HIGH SCHOOL TEACHERS DURING THE LEARNING PROCESS IN A PANDEMIC

Abstract

This research sought to characterize the resilient strategies used by teachers, in the fifth cycle of secondary education, in institutions of Bogotá city and Cundinamarca state, in the public, private, urban, and rural sectors, during the process of learning at home strategy led by secretary of education, in times of pandemic.

From a qualitative approach and hermeneutic methodology, semi-structured interviews were applied aiming to understand the resilient strategies of teachers when facing the crisis caused by the pandemic, based on the analysis of meanings attributed to the experiences by the selected group of teachers.

The data obtained from the analysis were triangulated with the inductive categories’ conceptual referents related to the experience of the pandemic, the teacher´s role and learning at home strategy. Subsequently, three categories emerged from the resilient strategies used in the face of personal, family and teacher´s role problems.

One of the most outstanding conclusions is the recognition of the family environment as the most significant context to provide care and support to oneself and others; additionally, it allows to establish accompaniment actions through the organization of personal and collective rituals, emerging in correspondence, hope and management of uncertainty in the face of the constant changes brought about by the pandemic.