Development of Digital Skills Oriented to Kids in the Post-Pandemic Vulnerability Situation

Introduction

In developing countries, socioeconomic and political conditions aggravate the vulnerability levels in children, since in most cases, assistance and social intervention systems are permeated and closely linked to clientelistic networks, which decide which ones are qualified for the benefits (Ringson, 2020). These characteristics were exacerbated during the management of the SarsCoV-2 pandemic. In the same order, the bureaucratic plot of the protection programs makes them complex to be accessed by the vulnerable population, which denatures the program's objectives, especially in children (Tigere & Makhubele, 2019). The literature refers that the design of assistance to human person necessities programs transcends the material requirements, reaching psychological aspects that require a response from a psychosocial approach (Brito, Villa, & Mejía, 2017; Daher et al., 2017; Villa, 2012).

The psychosocial approach involves a perspective of approach to social phenomena and the social subject based on principles of solidarity, rights, dignity, emotional and psychological health in concomitant presence oriented towards the full development of the human person (Lenta & Zaldúa, 2020). The dimension of the human subject from this theoretical perspective is holistic; it comprehends biological, cultural, economic, political, psychological, historical and geographical aspects, which grants the human being criteria of identifiability which allows him to distinguish himself as himself and not another (Luna-Chávez, Anaya-Velasco & Ramírez-Lira, 2019; Berroeta, 2014). The person defines himself based on himself and his interrelation with the environment in an unfinished process of construction in the reconstruction of reality, represented in symbolical expressions and the imaginary referenced in the culture and life experiences (Pairumani, 2018).

The contextualization corresponds to the method that makes possible the subject conception in the function of himself and his interactions with the environment, making human beings more than their definition, but also the result of social relationships that they establish throughout their lives. In consequence, the psychosocial approach comprehends not only the conjunctural diagnostic, but also the epistemological approach towards the processes that converge in the manifestation of an individual and/or collective action, tracing the routes and construction strategies of social facts, following the actions in context, whether they were identity, exclusionary, vindictive, productive, innovative, reactive, affirmative, negative, resilient or any other action that results in individual and collective effects (Razeto, 2016). About the children in vulnerability conditions, comprehends the approach to the child and his environment, where he establishes interrelationships and builds socio-centric references. The psychosocial approach then incorporates intervention processes characterized by strategies of accompaniment and action of the psychosocial agent towards the child, family, social group, community, neighborhood or town, sharing the execution of projects whose objectives are shared and supported by the group (Barrera, 2018). These objectives are oriented towards the achievement of common goals.

In this context, the objective of the present documentary study was to address, from the reflexibility focus, the potential of the psychosocial intervention programs oriented towards the development of digital skills in children between the seventh and tenth grade of schooling corresponding to ages between 11 and 15 years of age in post-pandemic vulnerability situation.