| Sumario: | This study is about the training of Language and Literature teachers, and the pedagogical mediations that are developed during the teaching and learning processes in the online modality. This article addresses the case of the Curricular Complementation Cycle of the Language and Literature teaching career at the National University of Río Negro as the research object. With a qualitative methodology, pedagogical mediations are analyzed in virtual classrooms that account for the adaptation of different strategies and teaching experiences to e-learning training. To achieve this, interviews with teachers and normative institutional documents regarding teaching practices are linked with the objective of describing the conceptions about interaction, knowledge construction, teaching and learning that enable the training of teachers in the double particularity of the online environment and disciplinary specificity in language and literature.
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