La educación virtual en casa: percepciones parentales y conflictividad familiar en Bolivia durante la COVID19
DOI:
https://doi.org/10.35319/ajayu.201117Palabras clave:
COVID 19, educación virtual, percepciones parentales, desgaste emocional, BoliviaResumen
La emergencia sanitaria global ha obligado a incorporar profundos cambios en totas las sociedades de la tierra con el propósito de reducir los riesgos asociados al embate del coronavirus. Una de las áreas más afectadas, además de la salud, ha sido la educación en todos sus niveles que, para no parar del todo, ha acudido a la educación remota o virtual desde la seguridad de los hogares. En esta forma de enseñanza, los padres y madres de familia debieron jugar un rol central, brindando las condiciones para asegurar la calidad del proceso. Sin embargo, la complejidad de la responsabilidad y las condiciones adversas del encierro en pandemia, son factores que afectan la dinámica familiar y determinan diferentes grados de conflictividad. El presente estudio intentó explorar las características de la formación virtual desde la casa, así como los efectos de una serie de percepciones parentales sobre la conflictividad familiar. Los resultados muestran relaciones significativas entre la forma de ver el problema educativo de los hijos, el desgaste emocional de los padres y el clima relacional de la familia.
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