Polifonía de la salud mental: trenzado interpretativo desde las voces de la cultura del desierto.

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Bibliographic Details
Title:	Polifonía de la salud mental: trenzado interpretativo desde las voces de la cultura del desierto.
Alternate Title:	Polyphony or mental health: interpretative weaving from the voices of desert culture.
Authors:	Sánchez-Castellón, Emilce B.^1,2,3,4,5 esanchez@uniguajira.edu.co, Iguarán-Montiel, Gabriel S.^3,5,6 giguaran@uniguajira.edu.co, Amaya-López, Nicolás^7,8,9 namaya@uniguajira.edu.co
Source:	Revista de Salud Pública. feb2026, Vol. 28 Issue 1, p1-7. 7p.
Subjects:	MENTAL health, FAMILY relations, NONFORMAL education, COVID-19 pandemic, CULTURAL pluralism, PSYCHOLOGICAL resilience, VIRTUAL classrooms, CURRICULUM change
Geographic Terms:	COLOMBIA
Abstract (English):	Objective In the face of COVID-19, virtuality was positioned in the imagination of teachers and families, adapting to an emerging pedagogy to meet the needs of students. The objective was to analyze the incidences of isolation on school performance and coexistence and family relationships of young people from the Normal Superior Indigenous educational institution of Uribia, La Guajira, Colombia. Methods A qualitative and descriptive methodology was used, with ethnographic support, participant observation and focus group discussions. The sample selected was deliberate. Each student joined spontaneously under the informed consent of their parents or guardians, with the endorsement of the school's directives. The research was carried out with rigorous ethical guidelines. Results The pandemic revealed the emotional states of young people, the impact of technology on their learning, the transformation of teachers' pedagogical practices, the deterioration of family relationships and the explicit recognition of cultural diversity. Conclusions The vulnerability of young people in school was revealed, who faced an abrupt change in their training process. The transition to online teaching, in addition to evidencing technological gaps, also demonstrated the importance of mental health and emotional support. This period of instability has left valuable lessons about resilience and the need for a more inclusive and adaptable education system. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Objetivo Ante la COVID-19, la virtualidad se posicionó en el imaginario de maestros y familias, adaptándose a una pedagogía emergente para atender las necesidades de los estudiantes. El objetivo fue analizar las incidencias del aislamiento en el desempeño y la convivencia escolar y las relaciones familiares de jóvenes de una institución educativa en La Guajira, Colombia. Métodos Se empleó una metodología cualitativa y descriptiva, con apoyo etnográfico, observación participante y conversatorios con grupos focales. La muestra seleccionada fue deliberada. Cada estudiante se vinculó espontáneamente, con el consentimiento informado de sus padres o acudientes y el aval de las directivas del centro escolar. La investigación se llevó a cabo con rigurosas pautas éticas. Resultados La pandemia permitió develar los estados emocionales de los jóvenes, la incidencia de la tecnología en sus aprendizajes, la transformación de las prácticas pedagógicas de los maestros, el deterioro de las relaciones familiares y el reconocimiento explícito de la diversidad cultural. Conclusiones Se evidenció la vulnerabilidad de los jóvenes escolarizados, quienes enfrentaron un abrupto cambio en su proceso de formación. La transición a la enseñanza en línea, además de mostrar las brechas tecnológicas, también dio a conocer la importancia de la salud mental y el apoyo emocional. Este periodo de inestabilidad ha dejado lecciones valiosas sobre la resiliencia y la necesidad de un sistema educativo más inclusivo y adaptable. [ABSTRACT FROM AUTHOR]
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Database:	MedicLatina

Description
Abstract:	Objective In the face of COVID-19, virtuality was positioned in the imagination of teachers and families, adapting to an emerging pedagogy to meet the needs of students. The objective was to analyze the incidences of isolation on school performance and coexistence and family relationships of young people from the Normal Superior Indigenous educational institution of Uribia, La Guajira, Colombia. Methods A qualitative and descriptive methodology was used, with ethnographic support, participant observation and focus group discussions. The sample selected was deliberate. Each student joined spontaneously under the informed consent of their parents or guardians, with the endorsement of the school's directives. The research was carried out with rigorous ethical guidelines. Results The pandemic revealed the emotional states of young people, the impact of technology on their learning, the transformation of teachers' pedagogical practices, the deterioration of family relationships and the explicit recognition of cultural diversity. Conclusions The vulnerability of young people in school was revealed, who faced an abrupt change in their training process. The transition to online teaching, in addition to evidencing technological gaps, also demonstrated the importance of mental health and emotional support. This period of instability has left valuable lessons about resilience and the need for a more inclusive and adaptable education system. [ABSTRACT FROM AUTHOR]
ISSN:	01240064
DOI:	10.15446/rsap.V28n1.119045