Comunicación no verbal: las voces del cuerpo detrás de los cristales

This article is the result of research entitled Non-verbal communication and education. Its objective is to describe and analyze said communication in virtual interactions during the Covid-19 crisis, a time in which school interactions changed radically and in which non-verbal communication was 'almost' completely annulled. For the methodological design, a qualitative hermeneutical-phenomenological approach was used in which the understanding and interpretation of emergent situations such as communication through crystals, which has occurred in education during the pandemic, prevail. The corpus is obtained from online class recordings, semi-structured interviews and questionnaires applied to university professors and students. The analysis of the corpus is done with categories of non-verbal communication such as: kinesic, chronic, proxemic, paralanguage and environmental factors. Theoretical referents articulate the contributions of non-verbal communication of different authors with the prosaic aesthetics of Mandoki (2006). Similarly, in the context of non-verbal communication in times of pandemic, we rely on the theoretical contributions of cyberculture and hypermediations with authors such as Crystal (2002), Levy (2007) and Scolari (2008). The analysis of the results shows that in this context there is little relevance to non-verbal communication in the teaching-learning processes. Thus, this research allows us to affirm that it is necessary to recover the voices of the body (schemata) that have been lost in these interactions, as a necessary and important political commitment in future practices.