Use of tic adult education in times of pandemic covd-19 for strengthening cultural identity

Abstract

The research carried out in the district of Tambo Grande aims to recognize how the use of tics in remote work with adults in EBA (Alternative Basic Education) in the province of Piura (Peru) has meant the resilient support that allowed educational continuity and the appreciation of its historical past. Vygotsky's sociocultural theory (1934) is based on the sociocultural learning of individuals and therefore on the environment where it develops. According to Zúñiga and Ansión, (2014). The Collaborative Model constitutes a set of learning sessions with awareness and internalization activities, which includes an organization, the planning of activities, responsibilities, procedures, practices, resources and processes to be able to implement, develop and execute the effects, which have as an object, to strengthen the cultural identity of all. The methodology is based on a diagnosis of the critical reality for which information was collected from 28 questions to adolescent, young and adult students through a Google form because due to the global pandemic the learning sessions are carried out remotely using tics for which dimensions such as nature, folklore, religiosity, gastronomy and history were considered, the statistical processing allowed processing the information obtained from the answers given by the participants in the aspects of history, folklore , gastronomy, religiosity and nature.