Finding ourselves in university teaching practices: post-pandemic guiding categories

University teachers build teaching practices daily, constantly challenged by the challenges imposed by the updating of knowledge, the context, variations in public and educational policies, social changes and a deep occupation by the subjects who intervene in the educational process. We had been goi...

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Detalles Bibliográficos
Autor principal: Rodriguez Enriquez, Carolina
Formato: Artículo revista
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2024
Materias:
Teaching practices
Higher education
Technologies
Post-pandemic
Prácticas de la enseñanza
Educación superior
Tecnologías
Pospandemia
Acceso en línea:http://revistascientificas.filo.uba.ar/index.php/iice/article/view/14840
Aporte de:
Revista del Instituto de Investigaciones en Ciencias de la Educación de Universidad de Buenos Aires
id I28-R262-article-14840
record_format ojs
spelling I28-R262-article-148402025-05-12T22:01:13Z Finding ourselves in university teaching practices: post-pandemic guiding categories Encontrarnos en prácticas de la enseñanza universitaria: categorías orientadoras postpandemia Encontrando-nos nas práticas docentes universitárias: categorias norteadoras pós-pandemia Rodriguez Enriquez, Carolina Teaching practices Higher education Technologies Post-pandemic Prácticas de la enseñanza Educación superior Tecnologías Pospandemia University teachers build teaching practices daily, constantly challenged by the challenges imposed by the updating of knowledge, the context, variations in public and educational policies, social changes and a deep occupation by the subjects who intervene in the educational process. We had been going through a particular alterity, perceiving changes that were accelerated with technologies and determined new necessary conditions and the perception that something was about to change inevitably. And in this journey, a global mutation such as the COVID-19 pandemic, determined that both teachers who visualized it and those who did not, were affected by a disruption, which without the possibility of choosing, made visible the need to recognize the social situations, health, accessibility, that require teaching practices crossed by technologies. A before, a during and an after that determines encounters and disagreements. The present work composes the results of a research process framed in the Doctorate in Education, under the direction of PhD Mariana Maggio in which we interpret teaching experiences in contemporary settings, which allow them to recognize each other, find each other, find clues, based on the constructed categories that we understand work. as post-pandemic guidelines. Los docentes universitarios construimos prácticas de enseñanza a diario, interpelados constantemente por los desafíos que nos imponen la actualización del conocimiento, el contexto, las variaciones tanto en políticas públicas como educativas, los cambios sociales y una profunda ocupación por los sujetos que intervienen en el proceso educativo. Veníamos transitando una alteridad particular, percibiendo cambios que se aceleraban con las tecnologías y determinaban nuevas condiciones necesarias y la percepción de que algo estaba por cambiar indefectiblemente. Y en ese transitar, una mutación a nivel global como la pandemia por COVID-19 determinó que tanto los docentes que la registraban como los que no, se vieran atravesados por una disrrupción que, sin posibilidades de elegir, visibilizó la necesidad de reconocer las situaciones sociales, de salud, accesibilidad, que requieren las prácticas de la enseñanza atravesadas por las tecnologías. Un antes, un durante y un después que determinan encuentros y desencuentros. El presente trabajo compone los resultados de un proceso de investigación enmarcado en el Doctorado en Educación, bajo la dirección de la doctora Mariana Maggio en el que interpretamos experiencias docentes en escenarios contemporáneos, que les permiten reconocerse, encontrarse, hallar pistas a partir de las categorías construidas que entendemos funcionan como orientaciones en pospandemia. Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2024-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://revistascientificas.filo.uba.ar/index.php/iice/article/view/14840 10.34096/iice.n56.14840 Revista del IICE; Núm. 56 (2024) 2451-5434 0327-7763 spa http://revistascientificas.filo.uba.ar/index.php/iice/article/view/14840/14550 Derechos de autor 2024 Revista del IICE
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-262
container_title_str Revista del Instituto de Investigaciones en Ciencias de la Educación
language Español
format Artículo revista
topic Teaching practices
Higher education
Technologies
Post-pandemic
Prácticas de la enseñanza
Educación superior
Tecnologías
Pospandemia
spellingShingle Teaching practices
Higher education
Technologies
Post-pandemic
Prácticas de la enseñanza
Educación superior
Tecnologías
Pospandemia
Rodriguez Enriquez, Carolina
Finding ourselves in university teaching practices: post-pandemic guiding categories
topic_facet Teaching practices
Higher education
Technologies
Post-pandemic
Prácticas de la enseñanza
Educación superior
Tecnologías
Pospandemia
author Rodriguez Enriquez, Carolina
author_facet Rodriguez Enriquez, Carolina
author_sort Rodriguez Enriquez, Carolina
title Finding ourselves in university teaching practices: post-pandemic guiding categories
title_short Finding ourselves in university teaching practices: post-pandemic guiding categories
title_full Finding ourselves in university teaching practices: post-pandemic guiding categories
title_fullStr Finding ourselves in university teaching practices: post-pandemic guiding categories
title_full_unstemmed Finding ourselves in university teaching practices: post-pandemic guiding categories
title_sort finding ourselves in university teaching practices: post-pandemic guiding categories
description University teachers build teaching practices daily, constantly challenged by the challenges imposed by the updating of knowledge, the context, variations in public and educational policies, social changes and a deep occupation by the subjects who intervene in the educational process. We had been going through a particular alterity, perceiving changes that were accelerated with technologies and determined new necessary conditions and the perception that something was about to change inevitably. And in this journey, a global mutation such as the COVID-19 pandemic, determined that both teachers who visualized it and those who did not, were affected by a disruption, which without the possibility of choosing, made visible the need to recognize the social situations, health, accessibility, that require teaching practices crossed by technologies. A before, a during and an after that determines encounters and disagreements. The present work composes the results of a research process framed in the Doctorate in Education, under the direction of PhD Mariana Maggio in which we interpret teaching experiences in contemporary settings, which allow them to recognize each other, find each other, find clues, based on the constructed categories that we understand work. as post-pandemic guidelines.
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2024
url http://revistascientificas.filo.uba.ar/index.php/iice/article/view/14840
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