Nearly a thousand people participated nationally and internationally in the virtual space, who were able to learn about the guidelines focused on the pandemic scenario.
Four months have elapsed since the arrival of COVID-19 in the country, a situation that has had an impact on the physical and mental health of much of the Chilean and world population. In this framework, the Comprehensive Support Plan together with the collaboration of the Integrated Management Unit of Pedagogies (UGIP) and the Office of Graduate Monitoring (OSE), have organized various activities, with the purpose of sharing knowledge and generating instances of containment and reflection in times of contingency.
On this occasion, the psychologist Viviana Herrera, an academic from the University of La Frontera, was in charge of directing the Seminar "Strategies for Emotional Well-Being for our and our students in the classroom", in which she elaborated on the context prior to the pandemic, the current effects arising from the health crisis, and the challenges that remain to be faced.
"Figures have been found that are not only a product of the contingency we live, but are the result of the various inequalities that we experience in our country. One of the things that this crisis situation has revealed is that we were in it a long time ago, only that we had not realized it. The pandemic situation has shown us and made us reflect much more on what we were experiencing and how we were experiencing it prior to this situation, "said the professional.
In this sense, since the arrival of COVID-19, various measures have been implemented, such as teleworking and virtual classes, instances that have generated various emotional imbalances in people, due to stress, anxiety, excess, among others, and They have also exposed the inequalities of access existing in the different groups of the Chilean territory.
“We know that in Chile there are 3 thousand 554 establishments that serve the rural population, it is not a lower number, in situations where there is not even the possibility of accessing the internet (…) this has led us to think that educating is not the same as school, and that education is not the same as schooling; We now see mothers, fathers or caregivers who have taken a much more prominent role in the on-site educational process, in the physical absence of teachers, who have also been completely challenged to see a way of working to which none of us who dedicate our time to teaching we were prepared, "said the psychologist.
In this regard, the professional referred to the fact that the School not only has the role of transmitting encyclopedic content, but that it constitutes a space where children, adolescents and adults develop skills that allow them to share and interact with the environment. Therefore, teachers also play an important role, being in charge of modulating cognitive processes and also regulating the affective response to the different types of situations presented.
Addressing emotional well-being
Being in a condition of fear or uncertainty about what is currently happening, causes an imbalance of emotions, which ultimately affects the body. All these factors must be considered when thinking about remote teaching.
“We must listen with empathy, with the heart, to have all our possibilities to be accompanying another, in a relationship that fundamentally at this time must be of affection; Here we also break this relationship that we traditionally have as a teacher and student where there is a hierarchy, because what has to measure our interaction must be affection, in the professional sense of the term, and put our vocation and affection in those people with the ones we are working on, because this will allow us to have an experience of greater well-being ”, he advised.
On the other hand, he mentioned the importance of finding a balance between school and home, mediating moments of study with those of rest, and making use of external spaces, such as patios and balconies to manage the stress caused by confinement. Also, organize among the members of the house, generating shifts and responsibilities, in order to divide the workload.
“This critical situation also gives us some opportunities, such as rethinking the School, what it is for; we can visualize it much more for the development of the values, attitudes and competences of the people that a more tolerant society allows us. Let us broaden our perspective of what the School is (…) It is not always possible with everything, there will be difficult moments, we must bear in mind that we are people and that brings us emotion, which has a meaning and a function and we have than to listen to it, and as we manage to identify them, we will be able to achieve well-being ”, concluded the professional.
Written by Daniela Ledezma, Comprehensive Support Plan