Aprendizajes (no-)significativos en tiempos de pandemia desde la perspectiva de la justicia social

La dicotomía entre enseñar y enseñar solo por enseñar

Autores/as

DOI:

https://doi.org/10.32930/nuances.v34i00.9531

Palabras clave:

Educación igualitaria, Oportunidades educativas, Justicia social, Acceso a la educación, Enseñanza remota, COVID-19

Resumen

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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Biografía del autor/a

Luís Felipe Bricks Bim, São Paulo State University

PhD candidate in Chemistry, Department of Analytical Chemistry, Physical-Chemistry, and Inorganic Chemistry.

Luan Vieira Adames, São Paulo State University

PhD in Biotechnology, Department of Bioprocess and Bioenergy.

Odair Bim-Júnior, Marquette University

Postdoctoral Fellow (General Dental Sciences), School of Dentistry.

Marco Aurélio Cebim, São Paulo State University

Assistant Professor, Department of Analytical Chemistry, Physical-Chemistry, and Inorganic Chemistry.

Citas

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Publicado

2023-06-07

Cómo citar

BIM, L. F. B.; ADAMES, L. V.; BIM-JÚNIOR, O.; CEBIM, M. A. Aprendizajes (no-)significativos en tiempos de pandemia desde la perspectiva de la justicia social: La dicotomía entre enseñar y enseñar solo por enseñar. Nuances: estudos sobre Educação, Presidente Prudente, v. 34, n. 00, p. e023002, 2023. DOI: 10.32930/nuances.v34i00.9531. Disponível em: https://revista.fct.unesp.br./index.php/Nuances/article/view/9531. Acesso em: 22 nov. 2024.

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