Social Representations of Distance Education During the Covid-19 Pandemic

This article presents the results of an investigation whose objective was to identify the social representations that technological high school students have about distance education during the health contingency generated by Covid-19. The structural approach developed by Abric (2001) was used. The results were collected by an online survey applied, through a non-probabilistic sampling at convenience, in the month of November 2020. The findings of the research allow us to affirm that in the student's imaginary, the distance education represents stress and excess of work and tasks. It was concluded that the approach to social representations of distance education constitutes an interesting contribution because it reveals the impact of it is having on the students and exposes the need to guide a disruptive innovation in teaching and learning processes.