Given this scenario, the collection “The school of the future is the one we are building” was created, coordinated by the Directorate of Postgraduate Studies in Sciences for Human Development of the Intercontinental University (UIC), with the purpose of reflecting on the challenges of education from a pedagogical, anthropological, epistemological and didactic perspective, without forgetting the learning environments, evaluation, educational policy and those elements that make possible the reconstruction of education in the face of the new reality that confronts and challenges us.
The collection contains four notebooks: Teaching, Learning Environments, Educational Evaluation and Policy, and Socioemotional Education, which represent a look at the possibility of transformation, innovation, and re-construction of education, where inclusion and equity must be present. We share some conclusions of the 21 articles in the collection, written by professors from the UIC, UNAM, La Salle, UPN, UAEMex and the University of Los Lagos, Chile.
The pandemic changes places and forms of education, and consequently teaching practices must also change. A vision of Transformative Education implies different ways of human approach such as that mediated by electronic devices, although distant in a certain sense, also more intimate in other aspects. The real and physical distance is evident, but the entrance of teachers and students into the intimate sphere of each other’s homes is a new reality without parallel in the pre-pandemic period.
The social isolation caused by the quarantine constituted an immediate challenge because the previous tools used were oriented towards presence. Now we are open to chat, virtual environments, platforms, mixed modalities, technology, digital communication, etc. It became necessary to reassess and reassess the paradigm of the classroom as the only space for education or at least as a privileged and preferred space.
