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Abstract / Abstracto

Fuimos arrojados, y salir al toro “de la educación mediada por tecnologías” se convirtió en un acto de arrojo. La pandemia por COVID -19 trajo consigo un conjunto de medidas que impactaron significativamente en la vida académica. La necesidad de dar curso a la “continuidad pedagógica” fue una de ellas. Había que seguir y para ello hubo universidades que dejaron hacer a cada docente como pudiera y otras radicalizaron sus propuestas de aprendizaje mediado por tecnologías. Partiendo de aquí, este trabajo busca describir las diversas estrategias que se llevaron -y llevan- a cabo desde el Gabinete de Experiencias Pedagógicas: Pensamiento y Habla de la Universidad Nacional de la Patagonia Austral -Argentinadurante estos tiempos urgentes; tiempos de pandemia cargados de “nuevas normalidades” y de emergencias. Tiempos que imprimen discursos urgentes y que proponen nuevas relaciones entre el aprendizaje del lenguaje académico, la comunicación y la cultura.

Abstract

We were thrown, and facing the beast that is “technology-mediated education” became an act of bravery. The COVID-19 pandemic brought with it a set of measures that significantly impacted academic life. The need to give course to "pedagogical continuity" was one of them. It was necessary to continue and for this reason, there were universities that let each teacher do as they could and others radicalized their proposals of technology- mediated learning. Starting from here, this work seeks to describe the various strategies that were carried out -and are carried out- from el Gabinete de Experiencias Pedagógicas: Pensamiento y Habla, from the National University of Southern Patagonia -Argentina- during these urgent times; times of pandemic loaded with "new normals" and emergencies. Times that put forward urgent discourses and that propose new relationships between the learning of academic language, communication and culture.

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