Social network replies that denounce inequalities of the #AprenderDigital strategy in time of Covid-19

Abstract

The Colombian Ministry of Education publishes the #AprenderDigital strategy on social networks to counteract the massive closure of schools due to covid-19. However, the public makes a dissatisfied reply to this homogeneous initiative. This research with a qualitative approach aims, first, to classify in categories of analysis the citizen replies made to the publications of the National Ministry of Colombia on Twitter and Facebook under the hashtag #AprenderDigital. Second, to discuss, within the framework of citizen replies, the expressions of educational inequality exacerbated by the digital strategy, in addition to offering some lessons learned for post-pandemic digital educational policy in Colombia. The method involved retrieving the citizen replicas and the data with the support of the qualitative analysis software Atlas ti. The replicas were classified into three categories: 1. Access replicas. 2. Curricular replicas. 3. Exhortations. To the end, we discuss the strength of the study to ratify educational inequality in times of covid-19, the homogeneity of emergency educational policies that deny differences, we reflect on the necessary subjectivity policies and we provide some reflections on the direction of post-pandemic digital policies. Finally, we value the fertility that means recovering replicas in social networks for research in social sciences.