Childhood and tele-schooling in rural preschools: reflections based on teaching experiences prior to the pandemic

Abstract

The global health emergency caused by Covid-19 has given rise to proposals for social distancing that imply a reduction in physical contact between people, a measure that had a direct effect on social areas of continuous attendance, such as schools. In general, at a global level, the decision was made to close schools at practically all educational levels and to transfer the functions assigned to face-to-face schools to remote forms of teaching, called tele-education. Given the privilege of a policy for health prevention, confinement has caused stormy changes in the way learning mediation processes are developed, sending the responsibility of co-tutoring the formal learning process to homes. Here we present experiences and reflections on what the deployment of tele-education decisions with children means, and to do so, we attract references to studies on the subject, geared to specific results of a project executed in a rural area of ​​Chiapas, Mexico, which helps us to ponder the position faced by institutions and educational actors in contexts with high social marginalization prior to the pandemic, and how to deal with the proposal of distance education educational models.