Un marco orientador para asegurar la protección integral y continuidad del aprendizaje de calidad de niñas, niños y jóvenes en contextos de emergencia
There are four main educational actors who must protect and care for girls, boys and young people in emergency contexts such as the COVID-19 pandemic, and guarantee the continuity of their quality training: government authorities and especially ministries o secretariats of education, directors of ed...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | Spanish |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Universidad Pontificia Comillas
2021
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| In: |
Miscelánea Comillas
Year: 2021, Volume: 79, Issue: 154, Pages: 355-383 |
| Further subjects: | B
Educación
B política educativa B Covid-19 B educación a distancia B educación en crisis B Pedro Morales B Pandemia B educación postcovid |
| Online Access: |
Presumably Free Access Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a There are four main educational actors who must protect and care for girls, boys and young people in emergency contexts such as the COVID-19 pandemic, and guarantee the continuity of their quality training: government authorities and especially ministries o secretariats of education, directors of educational centers, the team of educators of each educational center and the families of the students. Based on an extensive bibliographic review and the experience of this emergency in Latin American countries, particularly in the case of Guatemala, a proposal is made for a guiding framework that establishes the relationships of the main actors involved in the training process. Within the framework of these relationships, the author proposes the main actions that should be promoted to preserve the continuity of comprehensive and quality learning, in future emergency contexts. In order to ensure the quality of training, in addition to innovative learning methods, it is proposed to address the emotional aspects of learning, unintended learning and evaluation understood as feedback. | ||
| 520 | |a Son cuatro los principales actores educativos que deben proteger y cuidar de las niñas, niños y jóvenes en contextos de emergencia como ha sucedido en la pandemia COVID-19, y garantizar la continuidad de su formación de calidad: las autoridades gubernamentales y especialmente los ministerios o secretarías de educación, directivos de centros educativos, el equipo de educadores de cada centro educativo y los familiares de los estudiantes. A partir de una amplia revisión bibliográfica y de la experiencia tenida en esta emergencia en países latinoamericanos, particularmente en el caso de Guatemala, se hace una propuesta de un marco orientador que establece las relaciones de los principales actores involucrados en el proceso formativo, y plantea en el marco de esas relaciones las principales acciones que deben promoverse para preservar la continuidad de un aprendizaje integral y de calidad, en contextos de futuras emergencia. Para asegurar la calidad formativa se plantea, además de innovar los métodos de aprendizaje, atender los aspectos emocionales del aprendizaje, los aprendizajes no pretendidos y la evaluación entendida como retroalimentación. | ||
| 650 | 4 | |a educación postcovid | |
| 650 | 4 | |a educación en crisis | |
| 650 | 4 | |a Pedro Morales | |
| 650 | 4 | |a educación a distancia | |
| 650 | 4 | |a Educación | |
| 650 | 4 | |a Pandemia | |
| 650 | 4 | |a política educativa | |
| 650 | 4 | |a Covid-19 | |
| 650 | 4 | |a educación postcovid | |
| 650 | 4 | |a educación en crisis | |
| 650 | 4 | |a Pedro Morales | |
| 650 | 4 | |a educación a distancia | |
| 650 | 4 | |a Educación | |
| 650 | 4 | |a Pandemia | |
| 650 | 4 | |a política educativa | |
| 650 | 4 | |a Covid-19 | |
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