La práctica docente frente al COVID-19: experiencias y políticas emergenciales en Ecuador y España
DOI:
https://doi.org/10.14244/198271996126Parole chiave:
Prácticas pedagógicas, Entornos educativos, COVID-19, Educación.Abstract
La irrupción en la cotidianidad de la COVID-19 supuso una transformación sin precedentes en los modos de relación a nivel global, que afectó de manera significativa a la educación. Este artículo caracteriza las adaptaciones pedagógicas realizadas por los docentes y directivos durante las etapas de confinamiento y semipresencialidad, con el interés de analizar su viabilidad en contextos de “nueva normalidad”. Para responder a este objetivo, se ha desarrollado una investigación cualitativa con 20 docentes y directivos de instituciones educativas de educación primaria y secundaria de Ecuador y España. A través de entrevistas semiestructuradas y en profundidad, este trabajo explora los problemas y soluciones desplegadas por los docentes y directivos, indagando también en cómo la diversidad de percepciones sobre la práctica se ha modulado de acuerdo a criterios tales como los años de experiencia docente, la competencia digital de los profesores, el régimen de financiación de la institución, la disponibilidad de recursos y el acceso a planes de formación en los centros. El artículo muestra cómo en el caso de España el regreso a la “nueva normalidad” ha significado un retorno a las prácticas centradas en el docente y la exposición magistral de contenidos, incorporando el apoyo puntual de las plataformas digitales. Por su parte, el texto evidencia cómo en Ecuador existe una mayor predisposición al desarrollo de estrategias flexibles, si bien esta se encuentra limitada por la propia capacidad presupuestaria de los centros para ampliar la infraestructura necesaria para garantizar las modalidades híbridas.
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