Technological inclusion: social and cultural changes in reading and writing in the context of covid-19

Abstract

This article reviews the social and cultural changes in reading and writing at the elementary school level in Soacha, Cundinamarca during the covid-19 pandemic. Likewise, it explores its contextual and pedagogical transformations, as product of the health emergency that took place from 2020 to the present and that motivated a digitized education. In this order of ideas, the objective is to analyze the changes that occurred in the social and cultural processes of reading and writing during the pandemic, in its transition from face-to-face to virtual education. It means, the transition from presential education to the virtuality in some conditions that are poorly prepared and urgent for implementation given the high contagion of covid-19. A bibliographic review is presented as a methodology that leads to understanding the social and cultural impact of the health emergency in the different academic processes in the Institución Educativa Chiloé. In the same way, and as a result, it is expected that lines of reflection will be established in the school that allow contributing to the improvement of the social and cultural processes of reading and writing, from the technological inclusion.