A review of what has been learned: reflections on difficulties and challenges of exercising the right to education in Uruguay in pandemic and post-pandemic

This article reflects on the strategies deployed in Uruguay for the different educational scenarios (presenciality/virtual/hybrid/semipresential) in order to guarantee access to compulsory education during the Covid-19 pandemic. Each scenario required the implementation of tools and curricular adapt...

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Detalles Bibliográficos
Autores principales: Arias Varela, Santiago, Cuello Torres, Freddy Nazareno
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2024
Materias:
Escolarización
Educación en pandemia
Formatos escolares
Derecho a la educación
Echolarization
Education in pandemics
School formats
Right to education
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/849
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-849
record_format ojs
spelling I15-R208-article-8492025-02-23T19:36:10Z A review of what has been learned: reflections on difficulties and challenges of exercising the right to education in Uruguay in pandemic and post-pandemic Una revisión de lo aprendido: reflexiones sobre dificultades y desafíos para ejercer el derecho a la educación de Uruguay en pandemia y pospandemia Arias Varela, Santiago Cuello Torres, Freddy Nazareno Escolarización Educación en pandemia Formatos escolares Derecho a la educación Echolarization Education in pandemics School formats Right to education This article reflects on the strategies deployed in Uruguay for the different educational scenarios (presenciality/virtual/hybrid/semipresential) in order to guarantee access to compulsory education during the Covid-19 pandemic. Each scenario required the implementation of tools and curricular adaptations that altered school formats. This alteration made teachers, non-teachers and professional teams of the Ceibal Plan adapt their activities following the protocols designed by the health and education authorities. The pandemic widened the access and learning gaps of students, impacting the most vulnerable sectors. This translates into a violation of the right to education which widens inequalities according to the context of the subjects. The health emergency also had an impact on teachers' work, conditioning teaching and learning processes according to the possibility and conditions of educational work, home infrastructure and available resources. Added to this is the inequality in the capacity of each family to accompany them in the virtual environment. In order to contribute to the effective exercise of the right to education of all people and to alleviate the consequences caused by the pandemic, this work proposes to bring together reflections, dialogues and agreements of the different actors in education. Este artículo reflexiona acerca de las estrategias desplegadas en Uruguay para los distintos escenarios educativos (presencial/virtual/híbrido/semipresencial) en vista de garantizar el acceso a la educación obligatoria en la pandemia por Covid-19. Cada escenario exigió implementar herramientas y adecuaciones curriculares que alteraron los formatos escolares. Esta alteración hizo que los equipos docentes, no docentes y profesionales del Plan Ceibal adecúen sus actividades siguiendo los protocolos diseñados por las autoridades de salud y educación. La pandemia ensanchó las brechas de acceso y de aprendizaje de los educandos, impactando en los sectores más vulnerados. Esto se traduce en una vulneración del derecho a la educación que amplía las desigualdades según el contexto de los sujetos. La emergencia sanitaria también repercutió en el quehacer docente condicionando los procesos de enseñanza y de aprendizaje según la posibilidad y las condiciones de trabajo educativo, la infraestructura del hogar y los recursos disponibles. A esto se suma la desigualdad en la capacidad de acompañamiento de cada familia en la virtualidad. Para contribuir al efectivo ejercicio del derecho a la educación de todas las personas y paliar las consecuencias que provocó la pandemia, este trabajo propone aunar reflexiones, diálogos y acuerdos de los distintos actores de la educación. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2024-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/849 10.35305/rece.v2i19.849 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 19 (2024) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/849/776 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/849/743 Derechos de autor 2024 Santiago Arias Varela, Freddy Nazareno Cuello Torres https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Escolarización
Educación en pandemia
Formatos escolares
Derecho a la educación
Echolarization
Education in pandemics
School formats
Right to education
spellingShingle Escolarización
Educación en pandemia
Formatos escolares
Derecho a la educación
Echolarization
Education in pandemics
School formats
Right to education
Arias Varela, Santiago
Cuello Torres, Freddy Nazareno
A review of what has been learned: reflections on difficulties and challenges of exercising the right to education in Uruguay in pandemic and post-pandemic
topic_facet Escolarización
Educación en pandemia
Formatos escolares
Derecho a la educación
Echolarization
Education in pandemics
School formats
Right to education
author Arias Varela, Santiago
Cuello Torres, Freddy Nazareno
author_facet Arias Varela, Santiago
Cuello Torres, Freddy Nazareno
author_sort Arias Varela, Santiago
title A review of what has been learned: reflections on difficulties and challenges of exercising the right to education in Uruguay in pandemic and post-pandemic
title_short A review of what has been learned: reflections on difficulties and challenges of exercising the right to education in Uruguay in pandemic and post-pandemic
title_full A review of what has been learned: reflections on difficulties and challenges of exercising the right to education in Uruguay in pandemic and post-pandemic
title_fullStr A review of what has been learned: reflections on difficulties and challenges of exercising the right to education in Uruguay in pandemic and post-pandemic
title_full_unstemmed A review of what has been learned: reflections on difficulties and challenges of exercising the right to education in Uruguay in pandemic and post-pandemic
title_sort review of what has been learned: reflections on difficulties and challenges of exercising the right to education in uruguay in pandemic and post-pandemic
description This article reflects on the strategies deployed in Uruguay for the different educational scenarios (presenciality/virtual/hybrid/semipresential) in order to guarantee access to compulsory education during the Covid-19 pandemic. Each scenario required the implementation of tools and curricular adaptations that altered school formats. This alteration made teachers, non-teachers and professional teams of the Ceibal Plan adapt their activities following the protocols designed by the health and education authorities. The pandemic widened the access and learning gaps of students, impacting the most vulnerable sectors. This translates into a violation of the right to education which widens inequalities according to the context of the subjects. The health emergency also had an impact on teachers' work, conditioning teaching and learning processes according to the possibility and conditions of educational work, home infrastructure and available resources. Added to this is the inequality in the capacity of each family to accompany them in the virtual environment. In order to contribute to the effective exercise of the right to education of all people and to alleviate the consequences caused by the pandemic, this work proposes to bring together reflections, dialogues and agreements of the different actors in education.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2024
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/849
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