PRÁTICAS PEDAGÓGICAS ALTERNATIVAS EM UM CENÁRIO EXCEPCIONAL: ALGUNS PRESSUPOSTOS DAS EXPERIÊNCIAS DE EDUCAÇÃO A DISTÂNCIA NO URUGUAI

Abstract

This article addresses the study of alternative pedagogical practices to face-to-face that have been developed in the scenario of exceptionality due to the COVID-19 pandemic in Uruguay. A country that has particular characteristics in terms of technology inclusion policies for schools at all levels for more than ten years. We share a pedagogical reflection on certain assumptions that we have called shifts from presentiality to virtuality. Finally, some results of the study of systematization of pedagogical experiences that were organized for analysis are presented in the following axes: means and devices used, potentialities and difficulties of use, activities, accompaniment of families, evaluation and teleworking teacher