El juego como estrategia didáctica para generar espacios de escucha en la educación presencial remota asistida por tecnologías

Abstract

During the educational experience of a future graduate in Humanities with an emphasis on Spanish Language, the space of educational practices becomes of great importance, as it is the first encounter with the reality of teaching. Due to the health emergency situation caused by the Covid-19 pandemic, this practical space is carried out through remote technology-assisted modalities. Both public and private schools that had always worked in-person had to quickly embrace the virtual space, even when important points such as accessibility or curriculum reform considering the model's requirements had not been fully analyzed. This leads to a change in the perspective of student-teacher communication and conversation, resulting in a loss of this interaction due to the technological difficulties associated with working with first and second graders at the Policarpa Salavarrieta School and the new technologies. As a response, a game is implemented as a strategy to mitigate the issues and create a proposal that allows for increased attention and participation in class.