Relaciones intersubjetivas que construyen estudiantes y docentes de colegios rurales distritales en interacción con tecnologías digitales. Variaciones y continuidades.

Abstract

The current configuration of intersubjective relationships in rural school contexts accounts for communicative, sociological and educational factors that support forms of pedagogical relationship, links and processes of construction of school knowledge in tune with some cultural dynamics of the digital era of the moment. The objective of this study is to carry out an interpretive analysis of the intersubjective relationships built by teachers and students from rural district schools who interact in the classrooms with some digital technologies for educational use. The theoretical and conceptual references that support the research come from the phenomenological social theory of intersubjectivity (Schütz, 1979; Berger and Luckmann, 2003), the contributions of intersubjective communication (Rizo, 2014), the studies of the third generation of the field Communication-Education (Castells, 1997; Huergo, 2000; Lévy, 1999; 2007; Scolari, 2004;2008; Martin-Barbero, 2002) and the contemporary stakes of education in Latin American ruralities (Rojas, 2011; Zibechi, 2006; Lozano, 2012). From the qualitative approach and with a methodological strategy, which is based on the epistemological reflection proposal of Vasilachis (2006), the research occurs under co-creation processes with the participants through the application of different instruments of multilocal ethnography (Marcus , 2001) and collaborative (Milstein & Guerrero, 2021) that manage to consolidate the voices contributed by children and adolescents in their role as students and adults in their role as teachers. The findings reveal elements referring to the construction of shared meanings and the consolidation of pedagogical links typical of face-to-face intersubjective relationships when students and teachers interact with digital content, educational platforms and/or interactive learning applications in the classroom. Within the narratives obtained, factors emerge that characterize the current Rural Education of the capital in terms of the transformation of educational practices to promote both the construction of school knowledge and the strengthening of coexistence, communication and technological skills necessary for the cultural demands of the present century.