ABSTRACT
Collaborative relationships in Education have been impacted by the advancement of the COVID-19 pandemic in various latitudes of the world, making it important to explore its impact in Latin American contexts This study analyzes the impact of the pandemic on collaboration patterns of three schools in Chile. The analysis has an exploratory descriptive approach, following a Social Network Analysis (SNA) methodology, which allows the quantification of changes in collaborative relationships between the 77 schools members being analyzed. The results show that collaboration patterns changed during the pandemic, highlighting a wider distribution among educational actors' positions and roles, and showing that the socio-sanitary emergency had an impact on their collaborative relationships.
ABSTRACT
Inclusive education is a fundamental area of the school practice, however, the effects of the COVID-19 pandemic in the work of teachers and administrators implementing inclusive practices, such as the members of the School Integration Program (SIP) in Chile, have not been broadly addressed. This research used Social Network Analysis (SNA) to examine patterns of interaction between teachers and administrators of a Chilean school and determine the roles of SIP members (inclusive education teachers, support members and coordinators) during the pandemic. The results show SIP members have a preponderant role, although ambivalent, inside the collaborative networks. The pandemic did not affect their previous dynamics, yet it offered a scenario that highlighted their role beyond existing hierarchies, where inclusion is key to counteract the inequality exacerbated by the pandemic. The foregoing evidence can contribute to the development of meaningful collaborative practices to undertake educational challenges during and after the sanitary emergency.