Didactic conditions in forced virtualization

reflective thoughts and orientations for the design of situated teaching practices

Abstract

In the context of sanitary measures decreed in our country during 2020 in order to contain the spread of the SARS-CoV2 virus, teaching faced unprecedented circumstances in the development of their work. The urgency to guarantee pedagogical continuity in Higher Education meant first of all the imperative to virtualize teaching. New pedagogical and didactic problems emerged in this process and many others were reissued, acquiring particular meanings within institutions and teams of teahers. In a context of uncertainty, this teams configured diverse scenarios and proposals wich allowed them to recreate some conditions for teaching. Based on the reflective thought about our own teaching practices, this article intends to collaborate with the construction of situated teaching intervention criteria. For this we describe new meanings to the question “how to teach?” during this academic year, taking into account some didactic conditions that made it possible.