Aprendizaje de Idioma Extranjero: Un Desafío Superado en Época de Pandemia

The Covid-19 pandemic has called into question the entire dynamic of existence and its relationships, customs and daily life. In short, all forms of human being and doing. To speak of education is to speak of the human being, of his formative processes, of his configuration as a "mature person", autonomous, with critical thinking and social co-responsibility. The "school" is committed to this in all its arcs, levels and organizational forms, including the university. What has the pandemic left us? Challenges and learning for higher education suggests precisely the reflections that arise from the educational experience imposed by the emerging circumstances that have left educational practices, didactics and methodologies, evaluative forms, new teacher-teacher relationships in greater uncertainty than usual. student, in short, face-to-face educational models, to give way quickly to virtual or hybrid modalities. In an educational system committed to planning, records, matrices, evidence with a false belief that everything can be controlled, the new scenarios have forced the reinvention of learning-teaching processes. With the first effects and impacts of the pandemic that threatened education with the closure of educational institutions, student desertion and the socioeconomic conditions for access to higher education, with the decrease in enrollment, among others, it is also important to highlight the capacity of agile adaptation of university institutions, their teachers and students to migrate to virtual environments, take better advantage of the technological and connectivity infrastructure, propose training to teachers, make management modes more flexible academic, to meet the students. This publication makes clear the challenges of continuing to understand the digital world and education. The need to promote interactive online learning, the proper use of online tools that support educational practices. On the other hand, this new reality should make it possible for both teachers and students to assume new roles, for example, with a greater development of technological and digital skills for teachers and greater academic autonomy for students. But it is not only about technical or pedagogical aspects. We cannot forget the psychological aspects that these environments do not favor students with respect to their academic responsibilities. Learning and teaching cannot ignore those other personal, family, social, cultural and even economic processes, which challenge us to be not only empathic and sensitive, but even flexible and open with the "student subjects" at their rhythms and adaptation processes. . This means that teachers have to develop emotional competencies in the performance of our professional practice. After all, we have all had to break, in part or in large part, with our schemes rooted in practices that we considered "normal". Statistical data always motivate a reading and approximation of reality. They help us take the pulse of pro.