Students lack spaces that evaluate their experiences of inclusion/exclusion in school. The health crisis forced us to interact online and at first we were not aware of the resources available for the exchange of digital meanings, representation of experiences and formation of interpersonal relationships. Using a pedagogical, semiotic and social approach, this study analyzes the results of an online workshop attended by nine secondary students from three Chilean schools. The aim was to identify the means and resources that facilitated student participation in online environments. Using multimodal tools, an audiovisual corpus consisting of an Online Cartography of Educational Spaces is explored by the authors. The resources available for online participation were shared by participants. In addition, the article describes semiotic mechanisms for sharing individual meanings and developing solidarity by co-constructing stories about inclusion/exclusion in the classroom.
|Título traducido de la contribución||Opening multimodal virtual participation spaces for young students during the COVID-19 pandemic|
|Publicación||Revista Latinoamericana de Ciencias Sociales, Ninez y Juventud|
|Estado||Publicada - 1 sept. 2022|
|Publicado de forma externa||Sí|
- Social interaction