Educational Management Beyond the Limits of the Classroom

A Bet in the Midst of the Emergency

Abstract

The purpose of this pedagogical reflection is to reveal the administrative and curricular strategies undertaken for the management of temporary remote education, in the framework of the pandemic caused by COVID-19. It was developed at the Carlos Restrepo Araujo de Bosconia Educational Institution, Cesar, with directors, teachers, students and parents of the Preschool, Basic Primary, Basic Secondary and Secondary Education levels, with the intervention of the following components of the Institutional Educational Project (PEI): diagnosis, administrative and pedagogical-curricular. The reflective process was approached from the qualitative approach, with the methodology systematization of experiences and the model of instructional development of Müller (Carrasquero, 2014), for the period March 2020 to February 2021. The systematization was in charge of the rector of the institution and an academic coordinator. A systematic approach was developed to the first three moments of the instructional development model: the study of needs; the design of the exchange alternative; and, the implementation or implementation of the same. Systematized pedagogical reflection allows a deep understanding of the lived experience in an attempt to improve it and offers elements that can be replicated in similar or different contexts that contribute to optimizing the learning process of students in emergency conditions. Within the strategies presented, the importance of didactic guides as a mediational resource that promotes autonomous learning is highlighted; of the teacher-student accompaniment protocol as a tool for optimizing the educational process; and, of the metacognitive dialogic evaluation model as an inclusion strategy that allows evaluating integral progress in students, through any form of communication.