Alternative pedagogical practices in an exceptional scenario: some assumptions from distance education experiences in Uruguay

Detalhes bibliográficos
Autor(a) principal: Presa, Tania
Data de Publicação: 2020
Outros Autores: Méndez, María Evangelina, Campos, Noelia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15880
Resumo: This article addresses the study of alternative pedagogical practices to face-to-face that have been developed in the scenario of exceptionality due to the COVID-19 pandemic in Uruguay. A country that has particular characteristics in terms of technology inclusion policies for schools at all levels for more than ten years. We share a pedagogical reflection on certain assumptions that we have called shifts from presentiality to virtuality. Finally, some results of the study of systematization of pedagogical experiences that were organized for analysis are presented in the following axes: means and devices used, potentialities and difficulties of use, activities, accompaniment of families, evaluation and teleworking teacher
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spelling Alternative pedagogical practices in an exceptional scenario: some assumptions from distance education experiences in UruguayPrácticas pedagógicas alternativas en un escenario de excepción: algunos supuestos desde experiencias de educación a distancia en UruguayPráticas pedagógicas alternativas em um cenário excepcional: alguns pressupostos das experiências de educação a distância no UruguaiAlternative Pedagogical. Practices. Pedagogical movements. Systematization of experiences.Prácticas Pedagógicas. Alternativas. Desplazamientos pedagógico. Sistematización de experiencias.Práticas Pedagógicas. Alternativas. Movimentos Pedagógicos. Sistematização de Experiências.This article addresses the study of alternative pedagogical practices to face-to-face that have been developed in the scenario of exceptionality due to the COVID-19 pandemic in Uruguay. A country that has particular characteristics in terms of technology inclusion policies for schools at all levels for more than ten years. We share a pedagogical reflection on certain assumptions that we have called shifts from presentiality to virtuality. Finally, some results of the study of systematization of pedagogical experiences that were organized for analysis are presented in the following axes: means and devices used, potentialities and difficulties of use, activities, accompaniment of families, evaluation and teleworking teacherEl presente artículo aborda el estudio de prácticas pedagógicas alternativas a la presencialidad que se han desarrollado en el escenario de excepcionalidad por la pandemia COVID-19 en Uruguay. Un país que tiene características particulares en cuanto a políticas de inclusión de tecnologías a los centros educativos en todos los niveles desde hace más de diez años. Compartimos una reflexión pedagógica sobre ciertos supuestos que hemos denominado desplazamientos de la presencialidad a la virtualidad. Finalmente se presentan de forma sucinta algunos resultados del estudio de sistematización de experiencias pedagógicas que se organizaron para su análisis, en los siguientes ejes: medios y dispositivos utilizados, potencialidades y dificultades de uso, actividades, acompañamiento de las familias, la evaluación y el teletrabajo docente.Este artigo aborda o estudo de práticas pedagógicas alternativas, presenciais, desenvolvidas no cenário de excepcionalidade devido à pandemia de COVID-19 no Uruguai. Um país que possui características particulares em termos de políticas de inclusão de tecnologia para escolas de todos os níveis há mais de dez anos. Compartilhamos uma reflexão pedagógica sobre certas suposições que denominamos mudanças da presencialidade para a virtualidade. Por fim, são apresentados alguns resultados do estudo de sistematização de experiências pedagógicas organizadas para análise nos seguintes eixos: meios e dispositivos utilizados, potencialidades e dificuldades de uso, atividades, acompanhamento de famílias, avaliação e teletrabalho professor.Editora UEPG2020-09-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextotextoinfo:eu-repo/semantics/otherapplication/pdftext/xmlapplication/ziphttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1588010.5212/OlharProfr.v.23.2020.15880.209209226254.0610Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-6Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-6Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-6Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-6Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-61984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/15880/209209213641https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15880/209209216445https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15880/209209216446Presa, TaniaMéndez, María EvangelinaCampos, Noeliainfo:eu-repo/semantics/openAccess2022-03-16T21:31:30Zoai:uepg.br:article/15880Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2022-03-16T21:31:30Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Alternative pedagogical practices in an exceptional scenario: some assumptions from distance education experiences in Uruguay
Prácticas pedagógicas alternativas en un escenario de excepción: algunos supuestos desde experiencias de educación a distancia en Uruguay
Práticas pedagógicas alternativas em um cenário excepcional: alguns pressupostos das experiências de educação a distância no Uruguai
title Alternative pedagogical practices in an exceptional scenario: some assumptions from distance education experiences in Uruguay
spellingShingle Alternative pedagogical practices in an exceptional scenario: some assumptions from distance education experiences in Uruguay
Presa, Tania
Alternative Pedagogical. Practices. Pedagogical movements. Systematization of experiences.
Prácticas Pedagógicas. Alternativas. Desplazamientos pedagógico. Sistematización de experiencias.
Práticas Pedagógicas. Alternativas. Movimentos Pedagógicos. Sistematização de Experiências.
title_short Alternative pedagogical practices in an exceptional scenario: some assumptions from distance education experiences in Uruguay
title_full Alternative pedagogical practices in an exceptional scenario: some assumptions from distance education experiences in Uruguay
title_fullStr Alternative pedagogical practices in an exceptional scenario: some assumptions from distance education experiences in Uruguay
title_full_unstemmed Alternative pedagogical practices in an exceptional scenario: some assumptions from distance education experiences in Uruguay
title_sort Alternative pedagogical practices in an exceptional scenario: some assumptions from distance education experiences in Uruguay
author Presa, Tania
author_facet Presa, Tania
Méndez, María Evangelina
Campos, Noelia
author_role author
author2 Méndez, María Evangelina
Campos, Noelia
author2_role author
author
dc.contributor.author.fl_str_mv Presa, Tania
Méndez, María Evangelina
Campos, Noelia
dc.subject.por.fl_str_mv Alternative Pedagogical. Practices. Pedagogical movements. Systematization of experiences.
Prácticas Pedagógicas. Alternativas. Desplazamientos pedagógico. Sistematización de experiencias.
Práticas Pedagógicas. Alternativas. Movimentos Pedagógicos. Sistematização de Experiências.
topic Alternative Pedagogical. Practices. Pedagogical movements. Systematization of experiences.
Prácticas Pedagógicas. Alternativas. Desplazamientos pedagógico. Sistematización de experiencias.
Práticas Pedagógicas. Alternativas. Movimentos Pedagógicos. Sistematização de Experiências.
description This article addresses the study of alternative pedagogical practices to face-to-face that have been developed in the scenario of exceptionality due to the COVID-19 pandemic in Uruguay. A country that has particular characteristics in terms of technology inclusion policies for schools at all levels for more than ten years. We share a pedagogical reflection on certain assumptions that we have called shifts from presentiality to virtuality. Finally, some results of the study of systematization of pedagogical experiences that were organized for analysis are presented in the following axes: means and devices used, potentialities and difficulties of use, activities, accompaniment of families, evaluation and teleworking teacher
publishDate 2020
dc.date.none.fl_str_mv 2020-09-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
texto
texto
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10.5212/OlharProfr.v.23.2020.15880.209209226254.0610
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15880
identifier_str_mv 10.5212/OlharProfr.v.23.2020.15880.209209226254.0610
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15880/209209213641
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15880/209209216445
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15880/209209216446
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dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 23 (2020): Publicação Contínua; 1-6
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-6
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-6
Olhar de Professor; Vol. 23 (2020): Publicação Contínua; 1-6
Olhar de Professor; v. 23 (2020): Publicação Contínua; 1-6
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