Pedagogical accompaniment from the vision of school actors in precovid: learning necessary for times of pandemic

Abstract

The research is based on the interest to investigate what are the conceptions, meanings and principles that base the pedagogical accompaniment in the teacher-student-family interaction. For this, key informants from three school institutions in Caracas were selected. Interviews and observations were conducted. The epistemological approach is interpretive phenomenological supported by the ladder of inference as a heuristic instrument. The research development allowed constructing propositions and theoretical-practical implications of the pedagogical accompaniment from a vision shared by the actors as well as the ability to observe themselves, undertake a critical dialogue and question themselves about their thoughts and actions. The conceptions expressed by the informants allowed the construction of eight categories: reflective training, pedagogical mediator, communication, interaction with freedom, familiarity, teamwork, coexistence and human dignity with their respective subcategories. In one of the propositions, it is stated: "reflective dialogue generates trust and the search for solutions together." In summary, the proposals made have a theoretical-practical potential for teacher professional training and, especially, in their professional action in times of a COVID-19 pandemic.