La fragilidad del Sistema Educativo: una medición actual del impacto causado por la crisis del Covid 19 en adolescentes del Colegio Ciudad de Bogotá, tras volver a la presencialidad

Abstract

The impact generated by the pandemic phenomenon produced a structural change in the lives of each and every one of us, and of course children and adolescents were no exception. The state of emergency after the classification of the virus as a pandemic gave way to a series of modifications of all kinds. In the case of socio-economic indicators, especially in Latin America, they suffered a setback in terms of health, poverty, employability and in general the limits of survival contracted almost dramatically. Education -of course- has not been the exception and in a predominantly face-to-face system, the traumas presented by the untimely entry of new educational forms have become an inconvenience for all the actors in the educational system. After the return to face-to-face learning and taking into account that many of the first concerns were left in the pipeline due to multiple factors (essentially due to the lack of knowledge of the methods established based on distance education), the panorama, although much less rarefied, continues incessantly sowing doubts, without reaping answers. The general feeling after returning to school, in body and soul, is that of having just spent a year and a half blind, which appears more as a trance than as a first-person experience and from which more traumas than learning are revealed. The truth is that the debt to catch up with the new forms of education is still valid and everything that happened highlighted with blood red what we already knew, but none of them said in a fairly formal way: the digital divide is enormous, just look at the statistics officials: According to the 2019 Dane basic ICT possession and use indicators, 51.9% of Colombian households had an internet connection. In the capitals, this percentage of connectivity corresponded to 61.6%, while in populated and dispersed rural centers that figure reached 20.7% (Portafolio, 2021, s.p.). Due to the indicators, the approach of this monograph is urgent, which seeks to investigate the educational fragility in the students of a public school in the south of Bogotá, after the return to face-to-face classes and point out the different tools of readjustment to a new way of teaching and learning, seeking to correspond with current and future needs.