HIGHER EDUCATION IN THE PANDEMY LABIRINTH

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How far is Higher Education in the labyrinth of the pandemic caused by the SARS-Cov-2 virus? New and old educational problems confront themselves, followed by obvious and the most original solutions. Distance education is more often among them, whereas this health tragedy persists in successive wave...

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Autores principales:	Gomes, Candido Alberto, Oliveira de Vasconcelos, Ivar César
Formato:	Artículo revista
Lenguaje:	Español
Publicado:	Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2021
Materias:	Higher education; distance education; pandemic. Educación Superior; educación a distancia; pandemia. Educação Superior; educação a distância; pandemia.
Acceso en línea:	https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31966
Aporte de:	Integración y Conocimiento de Universidad Nacional de Córdoba

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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	Higher education; distance education; pandemic. Educación Superior; educación a distancia; pandemia. Educação Superior; educação a distância; pandemia.
spellingShingle	Higher education; distance education; pandemic. Educación Superior; educación a distancia; pandemia. Educação Superior; educação a distância; pandemia. Gomes, Candido Alberto Oliveira de Vasconcelos, Ivar César HIGHER EDUCATION IN THE PANDEMY LABIRINTH
topic_facet	Higher education; distance education; pandemic. Educación Superior; educación a distancia; pandemia. Educação Superior; educação a distância; pandemia.
author	Gomes, Candido Alberto Oliveira de Vasconcelos, Ivar César
author_facet	Gomes, Candido Alberto Oliveira de Vasconcelos, Ivar César
author_sort	Gomes, Candido Alberto
title	HIGHER EDUCATION IN THE PANDEMY LABIRINTH
title_short	HIGHER EDUCATION IN THE PANDEMY LABIRINTH
title_full	HIGHER EDUCATION IN THE PANDEMY LABIRINTH
title_fullStr	HIGHER EDUCATION IN THE PANDEMY LABIRINTH
title_full_unstemmed	HIGHER EDUCATION IN THE PANDEMY LABIRINTH
title_sort	higher education in the pandemy labirinth
description	How far is Higher Education in the labyrinth of the pandemic caused by the SARS-Cov-2 virus? New and old educational problems confront themselves, followed by obvious and the most original solutions. Distance education is more often among them, whereas this health tragedy persists in successive waves. Lives are in educational institutions and also in their surroundings, since children, adolescents at schools, as well as adults in Higher Education, are in social interaction with at least their parents and family members. Have such technologies met educational challenges as a whole? Are there attempts to change temporary solutions as permanent? We reply to these questions on the basis of the specialized literature, as well as previous articles by these authors on the four pillars of XXIth century education. The famous Delors Report to UNESCO proposes principles and practices for this time, according to the cultural and humanist perspective of the education actors. Although primarily conceived for basic education, this Report can be applied to Higher Education, as its first pillar focuses on the continuous knowledge change. This requires a dialogical education, in the perspective of Freire’s proposal, aiming the permanent search of articulation among informational and formative aims of education.
publisher	Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR
publishDate	2021
url	https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31966
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first_indexed	2024-09-03T23:05:40Z
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spelling	I10-R376-article-319662021-01-26T14:21:34Z HIGHER EDUCATION IN THE PANDEMY LABIRINTH La Educación Superior en el laberinto de la Pandemia A Educação Superior no labirinto da pandemia. Gomes, Candido Alberto Oliveira de Vasconcelos, Ivar César Higher education; distance education; pandemic. Educación Superior; educación a distancia; pandemia. Educação Superior; educação a distância; pandemia. How far is Higher Education in the labyrinth of the pandemic caused by the SARS-Cov-2 virus? New and old educational problems confront themselves, followed by obvious and the most original solutions. Distance education is more often among them, whereas this health tragedy persists in successive waves. Lives are in educational institutions and also in their surroundings, since children, adolescents at schools, as well as adults in Higher Education, are in social interaction with at least their parents and family members. Have such technologies met educational challenges as a whole? Are there attempts to change temporary solutions as permanent? We reply to these questions on the basis of the specialized literature, as well as previous articles by these authors on the four pillars of XXIth century education. The famous Delors Report to UNESCO proposes principles and practices for this time, according to the cultural and humanist perspective of the education actors. Although primarily conceived for basic education, this Report can be applied to Higher Education, as its first pillar focuses on the continuous knowledge change. This requires a dialogical education, in the perspective of Freire’s proposal, aiming the permanent search of articulation among informational and formative aims of education. ¿Cuánto la Educación Superior ingresó en el laberinto de la pandemia del virus SARS-Cov-2? Se confrontan nuevos y antiguos problemas del ambiente educativo, seguidos por soluciones obvias y las más originales. Entre ellas y sus prácticas se incluye el uso de las tecnologías de la información y comunicación mientras perdure la tragedia sanitaria que se abalanza amenazado las vidas. Estas se encuentran tanto en las instituciones educativas como en sus alrededores, pues niñas, niños y adolescentes en las escuelas y los que frecuentan la Educación Superior tienen sus padres, responsables y familiares con quienes interactúan socialmente. ¿El uso de estas tecnologías atiende a los desafíos de la educación como un todo? ¿Hay tentativas de tornar permanentes las soluciones temporarias? Se recurre a la literatura especializada, así como a estudios anteriores de estos autores, que contribuyen para recordar que los cuatro pilares de la educación para el siglo XXI proponen principios de prácticas proyectadas para este mismo periodo, en el inicio de su segunda década, con amplitud en las perspectivas cultural y de humanización de los involucrados en los procesos educativos. A pesar de concebido primariamente para la educación básica, el Reporte Delors para UNESCO se aplica a la Educación Superior por priorizar la continua renovación del conocimiento. Es la promoción dialógica, en la perspectiva de Paulo Freire, con la búsqueda permanente de la articulación entre los aspectos informativos y formativos de la educación. De que maneira a Educação Superior enveredou no labirinto em que se transformou a pandemia advinda com a contaminação pelo SARS-Cov-2? Confrontam-se novos e antigos problemas do meio educacional, acompanhados de soluções óbvias e das mais diferentes. Dentre as propostas e práticas, o uso de tecnologias da informação e comunicação, enquanto perdurar a tragédia que se alastra, vindo em ondas ameaçadoras de vidas. Estas se encontram tanto nas instituições educacionais, quanto ao seu redor, posto que crianças e adolescentes, nas escolas, e outros a frequentar instituições de Educação Superior, todos têm seus pais, responsáveis e familiares com quem interagem socialmente. O uso dessas tecnologias atende aos desafios da educação como um todo? Existem já tentativas de eternizar o provisório? Surgem estas outras perguntas ao longo das análises. Recorre-se à literatura especializada, e não apenas, pois estudos anteriores realizados pelos autores contribuem para lembrar que os quatro pilares da educação para o século XXI propõem princípios de práticas projetadas para este período mesmo, mal iniciada sua segunda década, com abrangência nas perspectivas cultural e de humanização dos envolvidos em processos educativos. Apesar de ser concebido para a educação básica, o Relatório Delors aplica-se à Educação Superior na medida em que prioriza a contínua renovação do conhecimento. É mesmo a promoção de uma educação dialógica, conforme a proposta freiriana, buscando-se a permanente articulação entre aspectos informativos e formativos da educação. 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/31966 10.61203/2347-0658.v10.n1.31966 Integración y Conocimiento; Vol. 10 No. 1 (2021): Integración y Conocimiento; 182-205 Integración y Conocimiento; Vol. 10 Núm. 1 (2021): Integración y Conocimiento; 182-205 Integración y Conocimiento; v. 10 n. 1 (2021): Integración y Conocimiento; 182-205 2347-0658 10.61203/2347-0658.v10.n1 spa https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31966/32869 https://creativecommons.org/licenses/by-nc-sa/4.0

HIGHER EDUCATION IN THE PANDEMY LABIRINTH

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