CARING FOR THE RIGHT TO HIGHER EDUCATION IN TIMES OF PANDEMIC ABSTRACT

     This article aims to present a first systematization of the actions, balances and perspectives of the institutional experience of online teaching developed by the University of the Republic of Uruguay (Udelar) in the first year of the global COVID-19 pandemic...

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Autores principales: Collazo , Mercedes, Cabrera , Carolina, Peré , Nancy
Formato: Artículo revista
Lenguaje:Español
Publicado: Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2021
Materias:
Acceso en línea:https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31962
Aporte de:
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record_format ojs
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-376
container_title_str Integración y Conocimiento
language Español
format Artículo revista
topic online teaching; pandemic; inclusión; Udelar
enseñanza en línea, pandemia; inclusión; Udelar
ensino em linha; pandemia; incluso; Udelar
spellingShingle online teaching; pandemic; inclusión; Udelar
enseñanza en línea, pandemia; inclusión; Udelar
ensino em linha; pandemia; incluso; Udelar
Collazo , Mercedes
Cabrera , Carolina
Peré , Nancy
CARING FOR THE RIGHT TO HIGHER EDUCATION IN TIMES OF PANDEMIC ABSTRACT
topic_facet online teaching; pandemic; inclusión; Udelar
enseñanza en línea, pandemia; inclusión; Udelar
ensino em linha; pandemia; incluso; Udelar
author Collazo , Mercedes
Cabrera , Carolina
Peré , Nancy
author_facet Collazo , Mercedes
Cabrera , Carolina
Peré , Nancy
author_sort Collazo , Mercedes
title CARING FOR THE RIGHT TO HIGHER EDUCATION IN TIMES OF PANDEMIC ABSTRACT
title_short CARING FOR THE RIGHT TO HIGHER EDUCATION IN TIMES OF PANDEMIC ABSTRACT
title_full CARING FOR THE RIGHT TO HIGHER EDUCATION IN TIMES OF PANDEMIC ABSTRACT
title_fullStr CARING FOR THE RIGHT TO HIGHER EDUCATION IN TIMES OF PANDEMIC ABSTRACT
title_full_unstemmed CARING FOR THE RIGHT TO HIGHER EDUCATION IN TIMES OF PANDEMIC ABSTRACT
title_sort caring for the right to higher education in times of pandemic abstract
description      This article aims to present a first systematization of the actions, balances and perspectives of the institutional experience of online teaching developed by the University of the Republic of Uruguay (Udelar) in the first year of the global COVID-19 pandemic. As a public macrouniversity, Udelar positioned itself in the face of the health emergency in a position of firm commitment to caring for the health of the population and the preservation of the right to education, the maintenance of student trajectories and the mitigation of the processes of educational inequality. For this, it adopted immediate measures to strengthen study conditions throughout the institution, defined general guidelines for the re-planning of teaching and evaluation, promoted didactic and technical support to teachers, as well as help and psychological containment of students. University students. It carried out follow-up actions of the educational reorganization process, both at the central and decentralized levels, in order to permanently adjust institutional action. The academic year leaves a highly positive balance in the levels of coverage of courses, with multiple experimentations, positions and evaluations of university actors. Enriched practices and impoverished practices are identified, but fundamentally, a wide range of institutional learning that forces in the near future to carry out a collective reflective balance of a deeply disturbing experience.
publisher Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR
publishDate 2021
url https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31962
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spelling I10-R376-article-319622021-01-26T14:21:36Z CARING FOR THE RIGHT TO HIGHER EDUCATION IN TIMES OF PANDEMIC ABSTRACT Cuidar el derecho a la Educación Superior en tiempos de Pandemia CUIDAR DO DIREITO AO ENSINO SUPERIOR EM TEMPOS DE PANDEMIA RESUMO Collazo , Mercedes Cabrera , Carolina Peré , Nancy online teaching; pandemic; inclusión; Udelar enseñanza en línea, pandemia; inclusión; Udelar ensino em linha; pandemia; incluso; Udelar      This article aims to present a first systematization of the actions, balances and perspectives of the institutional experience of online teaching developed by the University of the Republic of Uruguay (Udelar) in the first year of the global COVID-19 pandemic. As a public macrouniversity, Udelar positioned itself in the face of the health emergency in a position of firm commitment to caring for the health of the population and the preservation of the right to education, the maintenance of student trajectories and the mitigation of the processes of educational inequality. For this, it adopted immediate measures to strengthen study conditions throughout the institution, defined general guidelines for the re-planning of teaching and evaluation, promoted didactic and technical support to teachers, as well as help and psychological containment of students. University students. It carried out follow-up actions of the educational reorganization process, both at the central and decentralized levels, in order to permanently adjust institutional action. The academic year leaves a highly positive balance in the levels of coverage of courses, with multiple experimentations, positions and evaluations of university actors. Enriched practices and impoverished practices are identified, but fundamentally, a wide range of institutional learning that forces in the near future to carry out a collective reflective balance of a deeply disturbing experience. Este artículo tiene como finalidad presentar una primera sistematización de las acciones, balances y perspectivas de la experiencia institucional de enseñanza en línea desarrollada por la Universidad de la República de Uruguay (Udelar) en el primer año de la pandemia mundial COVID-19. En su calidad de macrouniversidad pública, la Udelar se posicionó ante la emergencia sanitaria en una postura de firme compromiso con el cuidado de la salud de la población y la preservación del derecho a la educación, el sostenimiento de las trayectorias estudiantiles y la mitigación de los procesos de desigualdad educativa. Para ello adoptó medidas inmediatas de fortalecimiento de las condiciones de estudio en toda la institución, definió orientaciones generales para la replanificación de la enseñanza y la evaluación, promovió el apoyo didáctico y técnico a los docentes, así como la ayuda y la contención psicológica de los estudiantes universitarios. A su vez, llevó adelante acciones de seguimiento del proceso de reorganización educativa, tanto a nivel central como descentralizado, con el fin de ir ajustando de forma permanente la acción institucional. El año académico deja un saldo altamente positivo en los niveles de cobertura de cursos impartidos, con múltiples experimentaciones, posicionamientos y valoraciones de los actores universitarios. Se identifican prácticas enriquecidas y prácticas empobrecidas, pero fundamentalmente, un amplio abanico de aprendizajes institucionales que obligan en un futuro próximo a realizar un balance reflexivo colectivo de una experiencia profundamente removedora.          Este artigo tem como objetivo apresentar uma primeira sistematização das ações, equilíbrios e perspectivas da experiência institucional de ensino em linha desenvolvida pela Universidade da República do Uruguai (Udelar) no primeiro ano da pandemia global COVID-19. Como macrouniversidade pública, a Udelar posicionou-se firmemente diante da emergência sanitária assumindo os compromissos: de cuidado com a saúde da população e com a preservação do direito à educação, de manutenção das trajetórias estudantis e de mitigação de processos de desigualdade educacional. Para isso, rapidamente adotou medidas para fortalecer as condições de estudo em toda a instituição, definiu diretrizes gerais para o replanejamento do ensino e da avaliação, promoveu apoio didático e técnico aos professores, bem como auxílio e contenção psicológica dos estudantes universitários. Por sua vez, realizou ações de acompanhamento do processo de reorganização educacional, tanto em nível central como descentralizado, com o objetivo de ajustar continuamente a ação institucional. O ano letivo deixa um saldo altamente positivo nos níveis de cobertura dos cursos ofertados, com múltiplas experimentações, posicionamentos e avaliações de atores universitários. Foram identificadas tanto práticas enriquecidas quanto empobrecidas, mas fundamentalmente, efetivou-se uma ampla gama de aprendizagens institucionais que obrigam -no futuro próximo- a realização de uma reavaliação reflexiva e coletiva dessa experiência profundamente perturbadora. Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2021-01-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31962 10.61203/2347-0658.v10.n1.31962 Integración y Conocimiento; Vol. 10 No. 1 (2021): Integración y Conocimiento; 125-144 Integración y Conocimiento; Vol. 10 Núm. 1 (2021): Integración y Conocimiento; 125-144 Integración y Conocimiento; v. 10 n. 1 (2021): Integración y Conocimiento; 125-144 2347-0658 10.61203/2347-0658.v10.n1 spa https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31962/32866 https://creativecommons.org/licenses/by-nc-sa/4.0