Teaching at university. Pandemic... and the day after

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The work is framed in the perspective called live didactics that seeks to alter the classical approaches in teaching practices from a process of reinvention that begins with the recognition of cultural trends. This framework is brought into play in the analysis of the process of acceleration of digi...

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Autor principal: Maggio, Mariana
Formato: Artículo revista
Lenguaje:Español
Publicado: Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2021
Acceso en línea:https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/34097
Aporte de:
Integración y Conocimiento de Universidad Nacional de Córdoba
id I10-R376-article-34097
record_format ojs
spelling I10-R376-article-340972024-02-26T01:13:06Z Teaching at university. Pandemic... and the day after Enseñar en la universidad. Pandemia… y después Ensine na universidade. Pandemia... e depois Maggio, Mariana The work is framed in the perspective called live didactics that seeks to alter the classical approaches in teaching practices from a process of reinvention that begins with the recognition of cultural trends. This framework is brought into play in the analysis of the process of acceleration of digitalization that occurred in universities after the closure of physical buildings and the suspension of face-to-face classes due to the Covid-19 pandemic. Phases that took place in 2020 and the consolidation of some pedagogical-didactic features in 2021 are identified. In the understanding that the alteration of certain conditions instituted as an effect of the pandemic are not giving rise to redesign processes focused on contemporary modes of knowledge construction, some dimensions are introduced to imagine contemporary, relevant and inclusive teaching practices as part of the University that emerge from the crisis as an engine of creation and social transformation. El trabajo se encuadra en la perspectiva denominada didáctica en vivo que busca alterar los enfoques clásicos en las prácticas de la enseñanza a partir de un proceso de reinvención que se inicia con el reconocimiento de las tendencias culturales. Este marco se pone en juego en el análisis del proceso de aceleración de la digitalización que se produjo en las universidades a partir del cierre de los edificios físicos y la suspensión de las clases presenciales por la pandemia de Covid-19. Se identifican fases que tuvieron lugar en 2020 y la consolidación de algunos rasgos pedagógico-didácticos en 2021. En la comprensión de que la alteración de ciertas condiciones instituidas como efecto de la pandemia no están dando lugar a procesos de rediseño enfocados en los modos contemporáneos de construcción del conocimiento, se introducen algunas dimensiones para imaginar prácticas de la enseñanza contemporáneas, relevantes e inclusivas como parte de la Universidad que emerjan de la crisis como motor de creación y transformación social. O trabalho é enquadrado na perspectiva chamada didática ao vivo que procura alterar as abordagens clássicas nas práticas de ensino a partir de um processo de reinvenção que começa com o reconhecimento das tendências culturais. Esta estrutura é posta em jogo na análise do processo de aceleração da digitalização que ocorreu nas universidades após o fechamento dos edifícios físicos e a suspensão das aulas presenciais devido à pandemia de Covid-19. São identificadas as fases que ocorreram em 2020 e a consolidação de algumas características pedagógico-didáticas em 2021. No entendimento de que a alteração de certas condições instituídas como efeito da pandemia não estão levando a processos de redesenho focalizados em modos contemporâneos de construção do conhecimento, algumas dimensões são introduzidas para imaginar práticas de ensino contemporâneas, relevantes e inclusivas como parte da Universidade que emergem da crise como um motor de criação e transformação social. Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2021-07-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/34097 10.61203/2347-0658.v10.n2.34097 Integración y Conocimiento; Vol. 10 No. 2 (2021): Integración y Conocimiento; 203-217 Integración y Conocimiento; Vol. 10 Núm. 2 (2021): Integración y Conocimiento; 203-217 Integración y Conocimiento; v. 10 n. 2 (2021): Integración y Conocimiento; 203-217 2347-0658 10.61203/2347-0658.v10.n2 spa https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/34097/34554 https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-376
container_title_str Integración y Conocimiento
language Español
format Artículo revista
author Maggio, Mariana
spellingShingle Maggio, Mariana
Teaching at university. Pandemic... and the day after
author_facet Maggio, Mariana
author_sort Maggio, Mariana
title Teaching at university. Pandemic... and the day after
title_short Teaching at university. Pandemic... and the day after
title_full Teaching at university. Pandemic... and the day after
title_fullStr Teaching at university. Pandemic... and the day after
title_full_unstemmed Teaching at university. Pandemic... and the day after
title_sort teaching at university. pandemic... and the day after
description The work is framed in the perspective called live didactics that seeks to alter the classical approaches in teaching practices from a process of reinvention that begins with the recognition of cultural trends. This framework is brought into play in the analysis of the process of acceleration of digitalization that occurred in universities after the closure of physical buildings and the suspension of face-to-face classes due to the Covid-19 pandemic. Phases that took place in 2020 and the consolidation of some pedagogical-didactic features in 2021 are identified. In the understanding that the alteration of certain conditions instituted as an effect of the pandemic are not giving rise to redesign processes focused on contemporary modes of knowledge construction, some dimensions are introduced to imagine contemporary, relevant and inclusive teaching practices as part of the University that emerge from the crisis as an engine of creation and social transformation.
publisher Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR
publishDate 2021
url https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/34097
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AT maggiomariana ensenarenlauniversidadpandemiaydespues
AT maggiomariana ensinenauniversidadepandemiaedepois
first_indexed 2024-09-03T23:05:46Z
last_indexed 2024-09-03T23:05:46Z
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