Habitar el territorio en tiempos de pandemia; un contraste entre la presencialidad y la virtualidad

Abstract

This research project aims to recognize the previous knowledge and ways of inhabiting the territory of children participating in the formative practice of the Nature, Memory and Power line. This practice was developed with two populations; first, with the children of the YMCA La Victoria branch, with whom we worked in person, in a period of time of two academic semesters (2019-1 and 2019-lll) and a second moment was carried out virtually, with children convened through different digital media, this virtual modality had the same duration as the previous one (2020-1 and 2020-lll). Now, it is important to mention that the change of modality, from face-to-face to virtual, occurred due to the health emergency caused by COVID 19, which, as everyone knows, caused the face-to-face dynamics to transform and begin to take place virtually, evidently the academic spaces did not escape this reality, and therefore the academic practice took a turn, which beyond representing an obstacle, made possible a vision from two different perspectives of understanding and inhabiting the territory. In this order of ideas, the present pedagogical and research project was based on the children's previous knowledge about the territory, and from there, pedagogical interventions aimed at favoring and making this knowledge more complex began to be carried out, due to the fact that the boys and girls, This was a bit problematic, since it generated ignorance of the implications that the territory had in their formation as subjects, and therefore did not allow a mutual construction between subject and territory. Regarding the methodology used for the development of the project, action research was used, since it allowed the process to be developed from immersion, that is, the role of the researcher was not located outside the process, purely as an observer, but on the contrary, he had a participating role within it. In addition, experiential learning was used, since it favored experiences to enhance the construction of knowledge, which was very relevant, since the pedagogical interventions were guided by the children's experiences and previous knowledge of the territory. Accordingly, the children's previous knowledge about the territory became more complex, since they were able to recognize the importance of social relations and interaction in the construction of the territory, i.e., their knowledge about it was expanded based on the importance given to the relations that are interwoven there, and in this sense, they began to recognize the possibility of intervening in the territory, taking care of it and transforming it. In addition, a contrast was made between the previous knowledge about the territory of the on-site children and that of the virtual children, which was later taken up again to show the complexity and construction of the children's knowledge about the territory.