Enseñanza virtual en educación física en primaria en México y la pandemia por COVID-19

López, Javier Arturo Hall; Martínez, Paulina Yésica Ochoa

doi:10.29035/rcaf.21.2.4

Cited by 18 publications

(11 citation statements)

References 20 publications

(5 reference statements)

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“…It was estimated that school children's body mass and risks of childhood obesity increased during quarantine in Mexico due to social confinement [ 4 ]. Also, COVID-19 pushed the digitalization process forward by testing the digitalization levels of all countries [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

Which qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics?

Tleuken

Türkyılmaz

Unger

et al. 2022

Building and Environment

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Section: Introductionmentioning

confidence: 99%

Which qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics?

Tleuken

Türkyılmaz

Unger

et al. 2022

Building and Environment

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“…Una emergencia de salud llega repentinamente, y en tales situaciones, la facultad y el personal coordinan y coordinan las actividades educativas de rutina, como lo requiere una epidemia repentina, y anteriormente el interés virtual del cuerpo estudiantil es la tecnología. Se implementó un plan innovador de preparación y experiencia para su uso al mismo tiempo (Hall López & Ochoa Martínez, 2020). En lo que respecta a los efectos psicológicos de cuarentena tenemos: 1.…”

Section: Referencial Teóricounclassified

Educación Física y COVID-19: Percepciones desde los docentes durante la pandemia

Mendoza-Mendieta

García-Herrera

Ávila-Mediavilla

2021

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El presente estudio se desarrolla para conocer la impresión de los docentes sobre la Educación Física durante la pandemia COVID-19, la manera en que afectó y las dificultades que existieron durante la enseñanza – aprendizaje virtual. Esta investigación tiene como objetivo explorar la percepción del futuro de la EF por parte del docente posterior a la pandemia COVID-19. La investigación tiene un alcance descriptivo de campo no experimental, con un corte transversal, la muestra corresponde a los docentes de EF del sistema educativo ecuatoriano. Para la recolección de datos se utilizó la técnica de la encuesta, que fue validada por especialistas académicos. Los resultados obtenidos evidencian que la mayoría de los docentes de EF tuvieron afectaciones en la enseñanza – aprendizaje de dicha asignatura por la pandemia COVID-19, además complicaciones en la elaboración e implementación de instrumentos didácticos con nuevos métodos para la aplicación en las clases virtuales de EF.

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“…Fortunately, some teachers are committed to democratic education and social justice. They are willing to help students to succeed in this new learning path [37], [38], [39], [40]. This is positive because they have robust levels of individual responsibility, accountability, and liability to goad academic success for all students.…”

Section: Parental Support and Communication With Schoolsmentioning

confidence: 99%

Subjectivities, Diversity, and Interculturality in the Mexican and Colombian Education System

Escobar¹

2021

ujer

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School closures, online education, public health, and economic crises pose significant challenges for students, teachers, and governments. This qualitative research describes the education gap in Latin America, its social tensions, and disparities. Furthermore, it explains theoretical concepts such as subjectivities, subjectivation, governmentality, technologies of power, technologies of the self, ethics, normalization, agency, and interculturality. These are some of the researcher's areas of expertise. It also presents the actions taken by Colombia and Mexico to guarantee access to education and digital devices, as well as high-quality contents, interactions, and tasks, during the deadly spread of the COVID-19 pandemic. The results show that education policies do not adequately address student diversity and do not ensure equity in education. The situation has magnified deep-rooted socioeconomic, racial, and educational injustices. The education system has been designed for homogeneous groups, middle and upper-class students, and individuals who are not related to minority groups. The majority of economically vulnerable students cannot access educational resources, have dropped out of school, have experienced interruptions in the learning process, and have developed psychological disorders. Neither teachers nor students have the opportunity to participate in public policy design, hindering the possibility of exercising their "agency" and socializing contributions that could lead to large-scale social transformations in their countries beyond their schools' borders. The article reveals the voices of students, teachers, and parents. Additionally, it proposes approaches and strategies that teachers, students, and governments should apply to promote diversity, critical thinking skills, and interculturality. These elements contribute to the accomplishment of social justice, equity, and authentic democratic processes. Indeed, education should assist the students in acquiring solid foundations to use their "technologies of the self," value diversity, decide, and do not let hegemonies control them through "normalization." Finally, it suggests questions that teachers should reflect on to be creative in their teaching practice, innovate and widen their students' learning and motivational possibilities.

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Enseñanza virtual en educación física en primaria en México y la pandemia por COVID-19

Cited by 18 publications

References 20 publications

Which qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics?

Which qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics?

Educación Física y COVID-19: Percepciones desde los docentes durante la pandemia

Subjectivities, Diversity, and Interculturality in the Mexican and Colombian Education System

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