Support from School and Emotional Support at Home: Keys to School Learning in Vulnerable Contexts in the Post-Pandemic Era

Abstract

This research article presents an inquiry into the relationship between sociocultural context and school learning among vulnerable populations on the Colombian-Venezuelan border following the pandemic. A qualitative hermeneutic-phenomenological approach was used, employing instruments such as social mapping, semi-structured interviews, and focus groups. These tools allowed for the analysis of experiences of students, teachers, and families, facilitating an understanding of how various factors hindered the educational process. The research findings highlight elements such as student resilience and the commitment of educators, who seek to implement pedagogical practices adapted to the students' realities. A set of alternatives is proposed to improve school learning, emphasizing a comprehensive approach that considers multiple dimensions.