Dispersed and diverse: Exploratory proposal for inclusive emergency remote education in rural areas

Abstract

The SarCov2 pandemic - Covid 19 - represented a pedagogical and didactic challenge for the educational system in public and private spheres due to social isolation. In rural areas, the impact was aggravated by social and digital gaps, which is why in most Latin American countries emergency remote education was improvised. The purpose of the research was to establish a social evaluative pedagogical proposal for a regular and diverse population through remote care as an evaluative contribution in basic secondary education. The work is important because it studies evaluation proposals for a diverse and dispersed population in rural environments characterized by the lack of criteria in digital competencies linked to classroom practices. The theoretical framework is structured around critical pedagogies (Deleuze 2012 cited in Sáez Rueda, 2018), decolonial pedagogies and southern epistemologies, epistemic foci of authors who have reflected on the essence of decolonial aesthesis in educational environments, and the epistemic insubmission of De Sousa Santos (2014) and Mignolo (2019). The methodological design opted for a structuralist epistemic model, the paradigm of critical discourse analysis and multimethod, with 272 research subjects made up of students, teachers and teaching managers. Among the results and conclusions of this work, the following stand out: the importance of diagnosing digital skills to build a proposal. Creative metacognition as the basis of an evaluation for a diverse and dispersed population.