Fuentes: Excelsior
Para algunos estudiantes los niveles de estrés, ansiedad y depresión resultaron inmanejables
Por: Laura Toribio
Casi mitad de los estudiantes, madres y padres de familia, docentes y directores en escuelas de educación básica mostraron algún indicio de malestar emocional relacionado con el trabajo educativo desde casa, en medio de la pandemia de covid-19. Para algunos estudiantes los niveles de estrés, ansiedad y depresión resultaban inmanejables.
Así lo revelan los resultados de la encuesta Experiencias de las comunidades educativas durante la contingencia sanitaria por covid-19, realizada por la Comisión Nacional para la Mejora Continua de la Educación (Mejoredu), durante los primeros meses de la emergencia sanitaria.
Los docentes dieron cuenta de situaciones de estrés generalmente vinculadas a la sobrecarga laboral y a la dificultad de sobrellevar una mayor exigencia en el trabajo a la par de las tareas domésticas.
Mientras, los alumnos revelaron frustración y enojo por no entender las actividades y por tener la sensación de no estar aprendiendo bien.
Entre las figuras directivas un señalamiento recurrente fue el desgaste causado por atender solicitudes de información y trámites de las autoridades educativas, los horarios extendidos o la atención a fallas técnicas de las plataformas.
Según el estudio, 48.7 por ciento de los docentes y 49.9 por ciento de los estudiantes a menudo sentían tensión por las actividades académicas que debían atender.
En tanto, el 39.8 por ciento de estudiantes y 41.3 por ciento de madres y padres de familia se sintieron tristes o desanimados por la situación que vivían
El informe señala que si bien durante el ciclo escolar 2019-2020 hubo experiencias favorables debido a la magnitud y el carácter sorpresivo de la pandemia, las carencias y las desigualdades limitaron el alcance de los esfuerzos realizados.
Por ejemplo, aunque más de 97% de los estudiantes de primaria y 93.6% de secundaria dijeron continuar sus estudios, un 57.4 por ciento de los docentes encuestados indicó haber tenido dificultades para brindar retroalimentación a los estudiantes durante este periodo.
En este contexto, Mejoredu propuso la creación de estrategias de atención diferenciada por nivel y servicio educativo que consideren las principales desigualdades de las y los estudiantes y sus familias, así como el establecimiento de medidas específicas para recuperar a quienes que no han podido participar del aprendizaje a distancia y apoyar a aquellos que están en riesgo de dejar la escuela. Sugirió fortalecer las capacidades de acompañamiento de las familias en los procesos educativos de sus hijas e hijos en una situación con presiones de tiempo y establecer un currículo de emergencia basado en la priorización de contenidos, la flexibilidad y una adecuada dosificación de la carga de trabajo para las y los estudiantes.
Recomendó además brindar acompañamiento emocional a las comunidades escolares.
ALUMNOS, SIN ACCESO A COMPUTADORA
En la primera etapa de Aprende en Casa, 62% de docentes detectó algunos estudiantes excluidos de las actividades de trabajo a distancia.
El 40.9% reveló que menos de la mitad de los estudiantes que integraban sus grupos habían sido excluidos; 7.1%, que había sido la mitad de sus estudiantes; 9.1%, que eran más de la mitad de sus alumnos; y 0.2 por ciento, la totalidad de los estudiantes a los que les impartían clases.
Los datos que se desprenden de la encuesta Experiencias de las comunidades educativas durante la contingencia sanitaria por covid-19, realizada por Mejoredu, señalan que seis de cada diez estudiantes de primaria (62.7%) y cinco de cada 10 de secundaria (50.2%) no tuvieron acceso a una computadora para realizar sus tareas escolares en casa, durante la primera etapa del programa Aprende en Casa.
El 51% de los alumnos de primaria también carecieron de libros de consulta para sus tareas, mientras que 38.2% de los de secundaria tampoco contó con dicho recurso, independiente de los libros de texto gratuitos.
La falta de un lugar tranquilo para estudiar sin distracciones fue reportado por 32% de alumnos de primaria y 37.7% de secundaria.
Según la encuesta, 15.5% de alumnos de primaria y el 16.7 por ciento de secundaria no contaron con un escritorio o mesa para estudiar.
Al respecto, 52.8% de los docentes encuestados opinaron que las estrategias de educación a distancia requirieron de materiales que algunos de sus estudiantes no tenían en casa; mientras que 51.4 por ciento externó la opinión de que las actividades en línea, así como los programas de televisión y radio resultaron aburridos para algunos estudiantes.
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