Aprendizajes (no-)significativos en tiempos de pandemia desde la perspectiva de la justicia social
La dicotomía entre enseñar y enseñar solo por enseñar
DOI:
https://doi.org/10.32930/nuances.v34i00.9531Palabras clave:
Educación igualitaria, Oportunidades educativas, Justicia social, Acceso a la educación, Enseñanza remota, COVID-19Resumen
El brote de COVID-19 y la emergencia de salud pública mundial desencadenada por su aparición han alterado gravemente el orden mundial, planteando enormes desafíos sanitarios, económicos y sociales. En respuesta a este brote, hemos resumido un conjunto de datos completo para analizar la situación reciente relacionada con la educación y las implicaciones para la desigualdad en el acceso a una educación de calidad y las condiciones básicas de estudio, como las barreras para el pleno acceso a las Tecnologías de la Información y Comunicación por parte de estudiantes de diferentes niveles socioeconómicos. Los factores socioeconómicos, psicosociales y de salud mental deben ser considerados conjuntamente en el diseño e implementación de cualquier tipo de intervención educativa o metodología de enseñanza y aprendizaje, especialmente en situaciones de emergencia. Comprender, desde la perspectiva de la justicia social, las caras antagónicas de la enseñanza y sus implicaciones para el aprendizaje significa responder si estamos, de hecho, enseñando (de manera significativa) o enseñando por enseñar (de manera no significativa).
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