Analysis of techniques and technologies of Latin American teachers and scholars in the educational context: a systematic review of studies conducted between 2004 and 2021

Abstract

Objective: to analyze the techniques and technologies of Latin American teachers and scholars in the educational context between 2017 and 2021. Methods from the search in the databases BIBLAT Bibliografía Latinoamericana, DE GRUYTER and DOAJ from 2017 to 2021 with the intention of knowing the approach to techniques and technologies in relation to the school community, transits city region, region city. Studies that enunciate technique and technology in the educational framework were taken into account, specifically community school and city region. They were recorded in the bibliographic documentary analysis matrix by means of the technical file. This review is oriented to the search for a path where the relationship between the school and the community is analyzed to enable situated learning, strengthening the dialogue of knowledge and the exchange with other experiences within the framework of the meeting of Latin American techniques and technologies. A meta-analysis of understanding of techniques and technologies in the educational context and pedagogical practices was carried out with students and teachers of different levels of training and knowledge. Results: 12,926 studies were included and 50 provided viable data for meta-analysis. In the reviewed studies, the technique is related to specific actions of a procedure with the intention of fulfilling a series of steps to obtain a result. Technology is situated in the perspective of student-teacher, teacher-educational community, student-community mediation in general, supporting the pedagogical and formative work of education at its different levels and pedagogical intentions. In general, 14 studies made it possible to understand the relationship between technique and technology with the school-community, 4 studies revealed the transit of the city-region. However, greater proximity with the participants is required to know the relationship that invites the use of techniques and technologies in human interactions. Conclusion: The findings indicate that techniques are related to procedures elaborated for the accomplishment of an intentional task, while technology is linked to the teaching process, to the communication between the actors of the creative act and the tools available to access and maintain the training process. The articles reviewed highlight the need for articulation by integrating school, students, parents, teachers and other actors involved in the teaching-learning process. This, given that it allows to contribute from an integral development, covering together determining aspects for their formation, which, when articulated, can be observed and covered in a preventive way.  Aspects that have limited this articulation are also identified. In the city-region relationship, it can also be seen that the lack of dialogue is increasing inequality and isolating the regions by not actively participating in the strategies and discussions that the cities do carry out. This generates in the communities that receive their training in the region conditions of ignorance of trends, growth, use of technology, among others.  Similarly, apathy is generated by ancestral knowledge and community practices that fail to overcome their territory to be massified in the cities through the construction of common dialogues.