Significaciones imaginarias sociales sobre infancia antes de la pandemia y en postpandemia de un grupo de maestros y maestras de un colegio privado de Bogotá

Abstract

On March 11, 2020, the World Health Organization (WHO) declared COVID-19 a pandemic, which significantly affected education in Colombia. Quarantines were implemented, and educational institutions were closed, necessitating a transition to online education. This shift generated challenges for students and educators, altering social imaginaries of childhood and rapidly integrating Information and Communication Technologies (ICT) into the educational process. The study focuses on the new imaginaries of childhood that emerged in the post-pandemic period, observed in a private school in Bogotá, particularly concerning the social relationships of first-grade students. The research adopts a qualitative approach based on educational ethnography, utilizing interviews and focus groups for data collection. The findings highlight a lack of deep connection with ICT and changes in the imaginary significations of childhood during the pandemic.