Narrativas educativas : una mirada reflexiva de las competencias para el siglo XXI y la estrategia “¡Juntos en casa lo lograremos muy bien!”

Abstract

This study proposes a qualitative research of a hermeneutic-interpretive type in which we looked for carrying out the analysis of the autobiographical narratives of the eleventh grade students of the IED INEM Santiago Pérez, in order to reconstruct the educational reality lived by the learners during the implementation of the Remote Emergency Education model and to demonstrate the competencies for the 21st century that were potentiated or developed by the students during the health emergency generated by the COVID-19 virus in the years 2020 and 2021. For the proposed study, authors such as Jerome Bruner, Leonor Arfuch, Alicia Lindón, Rafael Porlán and Cynthia Scott were taken as the theoretical reference axis. Additionally, the guidelines proposed by the Ministry of National Education as a reference for Remote Emergency Education implemented in Colombia were retaken. During the proposed study it was evidenced that the use of narratives in educational environments contributes to the understanding of the school reality from the subjectivity of individuals, it also allows evaluating the strategies, methodologies and competences for the 21st century, since these elements they require a process of reflection that cannot be done exclusively through standardized tests. On the other hand, the proposed study led to evidence of the skills for the 21st century that were potentiated and developed by the participating population, understanding that these were not generated as a result of school dynamics, but they were due to the needs learners had. Finally, it was shown that the application of a decontextualized Emergency Remote Education model led students to present symptoms of anxiety, depression and frustration, which generated academic and personal difficulties, which in some cases generated the strengthening of the autonomy of the learners.