Resilience and interculturality in virtual environments: an ethnographic study

Abstract

After the pandemic, students from diverse cultures at UNSCH demanded new teaching methods. Varied student profiles were no longer sufficient; the need for a "new teacher" with methodological skills to incorporate technological tools into teaching-learning processes emerged. This change was crucial to strengthen the resilience that students had developed. The complete virtualization of education has tested the resilient capacities of both students and teachers; however, for those from rural areas, instrumental limitations were added to their adaptation to the "new normal." The conducted research was qualitative ethnographic, with 15 students from various professional careers as informants, whose confidentiality and anonymity were maintained. The data collection instrument was an interview guide, with information recorded, transcribed, and interpreted. Findings show that, both cognitively and procedurally, resilience emerges in intercultural contexts, consolidating a panorama of adaptability and strength in the face of adversity.