Práctica remota: un nuevo camino para la educación. VIII Congreso Iberoamericano de Investigación sobre Gobernanza Universitaria

Abstract

This study aims to report the experience of a practice subject carried out remotely in the Pedagogy course, in virtual classrooms of schools in a private network, with early childhood This study aims to report the experience of a remote internship of the Pedagogy course, in virtual classrooms of schools in a private network, in early childhood classes. The theoretical framework brings the contributions of authors such as Ausubel and Robinson (1969), with regard to Meaningful Learning; Paulo Freire (1983), who highlights the importance of dialogue and problematization; Jean Piaget (2013) and his research on assimilation and accommodation, among other authors. The approach is qualitative (GIL, 1999) of the experience report type. The results point to remote teaching as a new alternative for educators looking for different methods to promote education. In addition, technology emerges as a relevant learning tool. It was noticed that technology, as a new didactic resource that, if used correctly, becomes an irreplaceable partnership in the educational context. Keywords: Supervised internship; Technology; Pandemic; Remote education.