The teaching-learning process in the context of a pandemic

Abstract

The Covid-19 pandemic imposed a new way of organizing daily life around the world and in our country, whose modifications had a unique impact on higher education that was fundamentally oriented by the use of new technologies. In this way, the teaching - learning process was traversed by virtuality during the 2020 school year, which questioned our teaching practices in their epistemological, pedagogical, methodological and experiential aspects, as well as put in tension the institutional functioning mode that It was historically organized through the presence of students in the classrooms. In this work we propose to share some reflections, strategies and challenges of teaching practice in the context of Social, Preventive and Compulsory Isolation in the subject "Foundations and Historical Constitution of Social Work-B", practical theoretical subject of the first year of the Degree in Social Work from the Facultad de Ciencias Sociales —UNC—.

Our reflections not only include a conjunctural view of context, crossed by the pandemic, but also recognize the conditions in which teaching is exercised and students are trained, in a transition scenario between a neoliberal period at all costs, with adjustment and delegitimization from the Public University, Science and Technology to a moment where the role of the State and public policy is revalued to attend to the common affairs of society, reinforcing areas such as education and health.

It is not a “photo” of this moment, but rather a “movie” that covers teaching activity far and wide, recognizing the centrality of the care category to analyze our “teaching profession” and to think about strengthening strategies of the academic trajectories of the students.