Construction of the imaginary: Contributions of virtual education in educational agents

Abstract

This dissertation is supported by a doctoral study that addressed virtual education as a center of interest, which is why its phenomenon was specified in terms of the complex accumulation of subjective perspectives that give shape and meaning to the representations around education mediated by ICT, with the intention of defining the subjects’ imagination as the center of research interest. Thus, the ontoepistemological coherence of the study imposed the need to assume the orientations of the interpretive paradigm, the qualitative approach, and phenomenology as a methodological design, from which the interview technique was adopted, specifically in depth, applied to six informants. highlighted by four teachers and two parents, belonging to the community of the Cundinamarca School Educational Institution, Colombia, all of which was analyzed using the grid technique with the assistance of the Atlas.ti program, whose conclusions highlight that the Virtual education is a topic of important interest for educational agents, whose imaginaries, although they share visions about its own meaning, generally remain void in them regarding their tools and forms of involvement in the training act, a situation that highlights the imperative need to promote spaces for appropriation by the teacher, but also by the students themselves, since they limit their use to social gatherings, recreation and leisure.