Careful thinking at school: unexpected deconstruction due to a pandemic

Abstract

The purpose of this research is to understand the configuration of careful thinking about oneself and others from a deconstructive perspective in students at the educational institution after experiencing a pandemic and post-pandemic, raising the question: How is careful thinking configured from a deconstruction in students at school? It is investigated using a qualitative methodology with a phenomenological hermeneutic approach integrated with deconstruction. In this way, a reflection is developed aimed at understanding how careful thinking about oneself and others is configured in the contexts of the pandemic and post-pandemic.

The findings highlight the relevance of this form of thinking in the school environment and show its various manifestations in the face of the transformations experienced during this period. Dimensions such as prevention, human connections, adaptability, resilience, and, in particular, spiritual security are analyzed.