Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

We present an exploratory study carried out for the purpose of analyzing creative teaching practices developed during social isolation due to COVID-19. We are interested in recovering the voices of teachers and professors, and analyzing the meanings constructed around the changes emerging from the pandemic. The study was carried out in Argentina between March 27 and April 15 2020, within the framework of Argentina’s Compulsory and Preventive Social Isolation. The sample was comprised of 140 teachers who live in the Department of Río Cuarto (Córdoba) and work in different levels and modalities of the educational system. Participants answered an online questionnaire with open-ended questions. The data was analyzed with the ATLAS program. Ti8. We built four analytical categories: Creativity to continue educating, Actively engaging in it, Difficulties, limitations and inequalities, and Teaching and agency in times of pandemic. The results show that teachers build creative practices that allow them to maintain their commitment to education in uncertain and unequal contexts. The research proposes producing knowledge about creativity and education in the context of the pandemic in order to contribute to the planning of educational actions and policies at different school levels.

This article presents partial results of research carried out since 2019 with students of the Bachelor’s Degree in Pedagogy program at the National Pedagogical University-Morelos. Its general objective is to offer a theoretical-methodological proposal for the development of competences for the self-regulation of learning and the formation of a learning community within the framework of their professional training. After the emergence of COVID-19 and the scenarios created by the health contingency, an objective was defined to generate a system of strategies that allows learners to strengthen self-regulation instruments for the management of learning situations in virtual and distance teaching in the context of the learning community itself. The study involved qualitative research, and its methodological design articulates the principles of participatory action research and the genetic method proposed by the Cultural Historical Approach, which constitutes the fundamental theoretical reference of the work. The results are constructed from the problematization and active participation of the learners in the generation of alternatives, and among them the analysis of learning difficulties faced as well as mediating actions that make it possible to develop self-regulation to take on educational challenges during the pandemic stand out.

Faced with the threat of COVID- 19 and its spread throughout the world, as well as its arrival in Cuba, Higher Education, in line with the country's leadership, must adjust to the new epidemiological situation and generate possible strategies to attend to all the university population in the different study modalities. This article shows the transformations proposed by the University of Matanzas with the participation of all the actors in the teaching-learning process and the results obtained from its implementation in a 2019-2020 school year that had already been affected in its beginnings by the complexities of the international situation that caused an energy emergency in the country. The involvement of students and teachers in curbing the spread of the epidemic in activities such as attention to contacts and suspects, the elderly, or the poorest population, as well as continuing their teaching and learning activities, shows the progress made in the comprehensive training of our future graduates.

COVID-19 has transformed the daily routine of humans around the world. Different economic sectors have modified their practices to adapt to the rapid changes brought about by the pandemic. We are adapting our lives to “new” forms of interaction, and continue to modify them following new findings about the virus. One area visibly affected is education, as most of its academic processes used to be conducted in person. Almost overnight, they migrated from face-to-face to virtual environments. This article analyzes the implications of this change a few months after it started. From a qualitative perspective, it seeks to analyze the impact of COVID-19 on the academic activities of teachers and students from public schools of the municipality of Popayán, Department of Cauca, in Colombia. It explores the relationship between Information and Communication Technologies, and then discusses the transformations in teachers’ activities. Finally, it analyzes the implications of these transformations in teaching and learning processes.

After few months since the confinement caused by the COVID-19 pandemic began, and once the school year ended; It is possible to examine the situation in higher education due to the tensions caused by the new environment in which teachers and students have been forced to work; the students in particular, have faced a series of environments that have impacted their training process. Therefore, the present study seeks to identify the conditions in which the students faced and valued the experience of a non-face-to-face education, based on the interactions between the environments that make up the educommunicative ecosystem, from the communication models proposed by Kaplún (1998), and from the dialogical perspective based on the inheritance of C. Freinet and P. Freire.

The purpose of this essay is to develop an argumentative dialogue on theoretical criteria that can be considered for the design and implementation of digital teaching resources. The importance of reflecting on this subject lies in the need to improve online instruction which, due to the pandemic caused by the SARS- CoV2 virus, has imposed upon us the need to transfer face-to-face instruction to e-learning modalities such as online or combined education.  E-learning involves new challenges for the design not only of the instruction per se but also of the teaching resources that accompany it. Thus, all educational actors are striving to adapt to e-learning. Some seek to transfer their teaching to an online modality without really changing it or reflecting on how some teaching activities cannot be replicated in a digital format. Others reflecting on precisely the opposite: on how their teaching changes once it is mediated by digital resources, mainly the Internet. It is believed that the expansion of didactic alternatives arising from the change from face-to-face educational modality to the e-learning modality requires exploring some theoretical topics that could be considered as a reference framework to support the development and implementation of digital resources, especially for basic education.

The closure of educational centers around the world caused by the COVID-19 pandemic has forced us to rethink the role of the school as a physical space, especially with regard to basic education. This article presents a proposal for Distance Basic Education based on an analysis of the circumstances faced by educators due to the pandemic. Is it possible to structure a permanent distance education project for basic education? Would the distance modality allow for greater inclusion and coverage in basic education? Is it feasible to establish a distance modality based on primary and secondary basic education? We found that, despite being a viable and proven option at other educational levels, a distance education modality that provides greater coverage and support to students for primary and secondary basic level has not yet been implemented in Mexico. This text presents a proposal for basic education at distance, which can provide ongoing attention to students who for various reasons do not attend school in person, as well as in crises such as the one provoked by the SARS-COV-2 pandemic.

This paper presents a review of the main postulates of Media Literacy, a proposal to update its main premises and objects of study, and a set of questions that seek to demonstrate the importance of Media Literacy in the educational context of the pandemic experienced in 2020. The article is organized into three sections: a review of Media Literacy as a disciplinary area that is increasingly gaining strength and relevance in the world, the Transmedia Literacies as a conceptual update that incorporates the diversity of current communicative practical media experiences, and some questions about the importance and current urgency in the context of a global pandemic of a number of contradictions and dualities on the intersection between communication and education.

Estudiante de primaria haciendo una manualidad, la maestra a través de videollamada le da instrucciones de cómo realizarla. Lugar de la foto: Mérida, Yucatán, México.