¿Qué nos Dejó la Pandemia? Retos y Aprendizajes para la Educación Superior (Coordinación)

The Covid-19 pandemic has called into question the entire dynamics of existence and its relationships, customs and daily lives. 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. This is what the "school" is committed to in all its arches, levels and organizational forms, including the university. What did the pandemic leave us? Challenges and learning for higher education suggests precisely the reflections that arise from the educational experience imposed by the emerging circumstances that has left in a greater uncertainty than usual the practices educational, didactics and methodologies, evaluative forms, new teacher-student relationships, in short, face-to-face educational models, to give hasty passage to virtual or hybrid modalities. In an educational system committed to planning, records, matrices, evidence with a false belief that everything can be controlled, new scenarios have forced to reinvent the learning-teaching processes. With the first effects and impacts of the pandemic that threatened education with the closure of educational institutions, student desertion and socioeconomic conditions for access to higher education, with the decrease in enrollment, among others, it is also important to highlight the capacity of an agile adaptation of university institutions, their teachers and students to migrate to virtual environments, take better advantage of infrastructure technological and connectivity, propose training to teachers, make the modes of academic management more flexible, to meet the students. This post makes clear the challenges of continuing to understand the digital world and education. The need to promote interactive online learning, the appropriate use of online tools that support educational practices. On the other hand, this new reality should enable the assumption of new roles in both teachers and students, 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 over their academic responsibilities. Learning and teaching cannot ignore those other personal, family, social, cultural and even economic processes, which challenge to be not only empathetic and sensitive, but even flexible and open with the "student subjects" to their rhythms and processes of adaptation. 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 processes, make.