Se dice, y con razón, que México fue pionero en el uso de la televisión con fines educativos. Esto sucedió en la década sesenta. Han pasado 50 años y el mundo ha cambiado radicalmente.
El México de los años 60 era diferente en algunos aspectos, pero con carencias similares a las que se padecen en la actualidad. La Telesecundaria, el proyecto de televisión educativa mexicana más reconocido en el mundo, respondió a las necesidades concretas de su tiempo y a las características del contexto. En ese entonces había que diseñar una estrategia que atendiera a los estudiantes de secundaria que se incrementaban conforme la cobertura de la educación primaria crecía. En muchas zonas urbanas y en la mayoría de las rurales no había escuelas suficientes y tampoco se contaba con la cantidad de maestros necesaria para atender a los niños y las niñas que cambiaban de nivel.
La televisión educativa se convirtió en una alternativa que resultó útil y exitosa para satisfacer la demanda de educación. El modelo de Telesecundaria se desarrolló con base en la experiencia de otros países y se aplicó después de un programa piloto que demostró su eficacia. En este modelo, desde su inicio, se contempló la participación de un maestro mediador que estaría con los alumnos de manera presencial. Este maestro podría tener una formación muy básica debido a que los contenidos estarían cubiertos en la pantalla.
La televisión educativa en México continuó su labor durante varias décadas incorporando avances tecnológicos como la Red Satelital de Televisión Educativa (Edusat), el Programa de Red Escolar y los programas de secundaria y educación media superior a distancia. Las tecnologías de la información y la comunicación se incorporaron a las estrategias existentes y se crearon otras que se basaron en ellas.
Estas experiencias exitosas y otras muchas han dejado de manifiesto que la televisión puede ser un medio educativo efectivo, sin embargo, las fórmulas que fueron útiles en otro tiempo no funcionan en la actualidad. El mundo ha cambiado y con él, las personas que ahora lo habitan. Hay dos factores que son relevantes para que la televisión sea eficaz como estrategia educativa en la actualidad, es decir, para que atraiga, interese y rete a los alumnos y las alumnas.
El primero es la concepción de aprendizaje que exista como base. Gracias al avance de las neurociencias y de las disciplinas relacionadas con la educación, ahora se tiene mayor certeza sobre cómo se aprende y cuáles son las mejores estrategias y los ambientes más propicios para hacerlo. La concepción del alumno como un recipiente en el que el maestro -poseedor de la información-, la deposita, ya no es vigente porque sabemos que el alumno consigue el aprendizaje cuando participa en la apropiación del conocimiento, cuando lo reflexiona, lo elabora, lo aplica y lo construye con otros. Por lo tanto, para que una estrategia de televisión educativa funcione, deberá tener una fundamentación pedagógica sólida que guie la producción audiovisual de tal manera que se generen propuestas acordes con esta visión: contenidos que busquen que los alumnos y alumnas se pregunten, investiguen, que elaboren la información y que la transformen.
La televisión educativa en México ha evolucionado muy poco desde sus inicios. En general las televisoras educativas públicas, tanto a nivel nacional como estatal, responden a modelos educativos tradicionales que si bien han tenido periodos de renovación y creatividad, siguen sujetas a concepciones pedagógicas en las que el maestro/conductor transmite conocimientos, mayoritariamente a través de la palabra hablada sin explotar las posibilidades que puede aportar la televisión a nivel visual; y el alumno/espectador es considerado un sujeto pasivo que los recibe para hacer muy poco con ellos. Desde hace décadas sabemos que no todos los alumnos acceden a la información por la vía auditiva. Se ha comprobado que la riqueza y la variedad de canales en los que se transmite la información favorece la inclusión en el aprendizaje porque es una forma para que todos los alumnos y las alumnas encuentren el medio idóneo para acceder.
El segundo factor para que la televisión sea efectiva como medio educativo es la conciencia sobre sus limitaciones. Por más innovadora, atractiva, diversa en estímulos e inteligente que pueda ser la producción de contenidos audiovisuales, nunca podrá ser una estrategia única porque se trata de un medio unidireccional que no permite el meollo de la educación: la interacción con los otros, el docente y los compañeros. El docente es y seguirá siendo fundamental para mediar entre los alumnos y las experiencias de aprendizaje que se les presentan.
En este sentido, la estrategia del gobierno federal que ahora está en marcha para atender a los millones de alumnos y alumnas de educación básica tiene dos debilidades: por un lado, hasta donde se ha visto, en su mayoría se apuesta por contenidos audiovisuales producidos con anterioridad, de baja calidad, poco atractivos y basados en un modelo tradicional que no concibe a los alumnos y alumnas como constructores de su aprendizaje. Por otro lado, y más importante, deja de lado la mediación del docente en el aprendizaje, hasta donde se ha visto también.
La pandemia exige soluciones para una de las realidades más complejas por las que ha tenido que transitar la educación en México y en el mundo, y si bien es necesario considerar variables tan determinantes como la cantidad de alumnos y alumnas del Sistema Educativo y la falta de acceso a la tecnología y a la conectividad de una parte importante de la sociedad, las soluciones habrán de priorizar la calidad del aprendizaje. Si es posible llegar a una gran cantidad de niños, niñas y jóvenes con algún medio, como la televisión, pero la estrategia pedagógica es pobre, uno de los pilares fundamentales de la equidad no se está cumpliendo: la educación no tiene la misma calidad para todos.
No hay fórmulas mágicas. La solución está en el trabajo conjunto entre docentes, familias y autoridades para definir estrategias flexibles y adecuadas para cada realidad. No hay una respuesta universal y homogénea, cada escuela, cada maestra o maestro tendrá que construir con el apoyo de la comunidad educativa y las autoridades, los caminos apropiados y habrá de revisar, regresar o cambiar, cuando algo no funcione. Ni la televisión, ni las TIC, ni los cuadernos de trabajo serán soluciones suficientes mientras no formen parte de una solución integral que mantenga la idea central de que la educación consiste en brindar experiencias de aprendizaje para que los alumnos, en interacción con el maestro y los compañeros, trabajen activamente para convertir la información en aprendizaje. Las respuestas deben provenir de aquellos que están en la primera línea de la educación. El papel de las autoridades deberá ser escuchar a los docentes y generar con ellos las respuestas pertinentes.
Hola Susana, me parece adecuado lo que comentas en lo pedagógico pero en lo tecnológico, como sugerencia, se debe tomar en cuenta el entorno socioeconómico tanto de los docentes cómo de las familias de los alumnos porque por éste motivo va a haber mucha deserción
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The ideological considerations of the highest order, as well as the cohesion of the team of professionals, creates the prerequisites for thoughtful reasoning. First of all, the course on a socially oriented national project determines the high demand for innovative process management methods.
It’s nice, citizens, to observe how the basic scenarios of user behavior illuminate extremely interesting features of the picture as a whole, but specific conclusions, of course, are made public. Just as the economic agenda of today unambiguously records the need for a mass participation system.
By the way, those who seek to replace traditional production, nanotechnology illuminate extremely interesting features of the picture as a whole, but specific conclusions, of course, are exposed. The opposite point of view implies that entrepreneurs on the Internet only add fractional disagreements and are subjected to a whole series of independent research.
Definitely, many famous personalities are published. Of course, the course on a socially oriented national project, as well as a fresh look at the usual things, certainly opens up new horizons to rethink foreign economic policy.
But the constant quantitative growth and scope of our activity leaves no chance for the phased and consistent development of society. There is something to think about: thorough research of competitors can be called to answer.
Given the current international situation, the innovative path we have chosen is perfect for the implementation of both self -sufficient and outwardly dependent conceptual decisions. Given the current international situation, the semantic analysis of external counteraction ensures the relevance of existing financial and administrative conditions.