Problemas Socioemocionales al retorno a clases presenciales: Caso Colegio Santa Isabel de Hungría, Santiago-Chile

Abstract

After three semesters with online classes and a semester with reduced face-to-face capacity, the year 2022 began with normal classes, in which the Ministry of Education instructed at the end of the previous year a full school day and with activities according to the curricular prioritization set in 2020. However, the country's educational authority did not take into account that after two years in which the students were at home without direct socio-emotional friction and with illnesses or loss of relatives, they would return with serious difficulties for coexistence in the classrooms.  Faced with this, the new authorities who took over the government of Chile on March 11 had to reduce the working day and request that the focus be on helping students adapt again to life together and respect each other. The situation was further complicated by the attitude of parents and guardians, for not being aware of the inappropriate or strange behavior of their sons and daughters, with a high level of stress, peer fights, drug use, suicide attempt, among others.  The objective of this communication is to publicize the way in which the Santa Isabel de Hungria school has faced the return to face-to-face classes.  This work is part of the epistemology of the social sciences, with a phenomenological and hermeneutic approach and the methodology used is descriptive, analytical and action-research.