Habilidades transcomplejas para la justicia social en tiempos de pandemia y post-pandemia SARS-COV-2

Abstract

World education faces a true crisis due to a viral pandemic forcing millions of students and thousands of schools and universities to leave their face-to-face mode towards the virtual. How to strategically face student training taking into consideration the multivariables that the moment implies? The teacher's work changes or is transformed, the school and its great social work is in resilience and the student in her new mode of self-learning, but many suffer from school exclusion that deepens with the crisis. The objective of this article is to present alternatives for education to act in order to commit to social justice in the phases of suppression and recovery from the pandemic that occur during and after confinement. For this bibliographic research, Grounded Theory (GLASEL; STRAUSS, 1967) was applied for the development of R3 from the analysis of two articles by González (2009) and OMS (2020), managing to generate coding processes and the categorical generation of challenges, but also conditions that can respond to the SARS-coV-2 Pandemic and Post-pandemic. As results, the description of institutional, teacher and student challenges and reflections on how to face adversities are presented taking into account new transcomplex skills linked to an R3 Education: Reinvented, Religated and Resilient.