Learning and educational policy in virtual education in Peruvian public schools during the COVID19 pandemic

Abstract

The objective of this paper is to describe the unavoidable contradiction that exists between the official educational policy of the Peruvian State and the pedagogical practice of teachers in their lessons, assumed and developed in public schools during the pandemic by COVID19, between 2020 and 2021; since, on the one hand, the educational standards have completely falsified the modality of virtual, distance or remote education, against the pedagogical conception of the teaching professional concerned about learning. The Methodology describes on the one hand the teaching experience, such as how the pedagogical practice "should be" in a true distance, virtual or remote education, in the face of the set of deficiencies generated by the educational norms of the State, such as the failure of the program called "I learn at home". This presents the negative results from the side of the official system, expressed in the deterioration of students' learning, and, on the other hand, describes the didactic strategy of the teacher abstracting from the official educational policy, based on a system of homework as part of the lessons with the group of students in his charge. In conclusion, our experience shows the insurmountable contradiction between the official educational policy and the teacher's methodology in his lessons, adequate and pertinent to a true virtual, remote or distance education, aimed at improving learning and/or development of the learner's competences.