{"id":1723,"date":"2020-06-11T12:43:45","date_gmt":"2020-06-11T10:43:45","guid":{"rendered":"http:\/\/master.fundacionginer.org\/master\/?p=1723"},"modified":"2020-06-15T17:37:10","modified_gmt":"2020-06-15T15:37:10","slug":"i-virtudes-docentes-ante-lo-imprevisible","status":"publish","type":"post","link":"https:\/\/master.fundacionginer.org\/master\/2020\/06\/11\/i-virtudes-docentes-ante-lo-imprevisible\/","title":{"rendered":"I.- Experiencia ante el COVID-19 de los alumnos del m\u00e1ster: Virtudes docentes ante lo imprevisible"},"content":{"rendered":"<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last\" style=\"--awb-bg-size:cover;--awb-margin-bottom:0px;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-1\"><p>Entre el 14 y el 16 de marzo -los dos d\u00edas que mediaron entre la comunicaci\u00f3n y el comienzo efectivo del estado de alarma-, la actividad en los centros educativos fue fren\u00e9tica. Era necesario prepararse para, en las dos semanas siguientes, mantener la actividad lectiva sin pisar los centros. Despu\u00e9s, como es sabido, fueron bastantes m\u00e1s de quince d\u00edas.<br \/>\n\u201cLa primera sensaci\u00f3n fue de agobio\u201d dice Mar\u00eda del Cristo \u00c1lvarez, profesora de 2\u00ba de ESO y jefa de estudios en un instituto de Tenerife y graduada en la 2\u00aa edici\u00f3n del m\u00e1ster. \u201cNo s\u00f3lo hab\u00eda que mantener la actividad lectiva y asegurar que los alumnos la segu\u00edan, sino celebrar, adem\u00e1s, por videoconferencia las reuniones de evaluaci\u00f3n ya que est\u00e1bamos pr\u00e1cticamente al final del segundo trimestre\u201d.<br \/>\nEsa sensaci\u00f3n fue generalizada; en centros p\u00fablicos y concertados; en la ense\u00f1anza secundaria y el bachillerato; en la universidad.<br \/>\nPara Pablo Garc\u00eda-S\u00e1nchez, profesor de Fisioterapia en dos universidades privadas de Madrid, y graduado en la edici\u00f3n 2017\/18 del m\u00e1ster, la primera parte del estado de alarma estuvo marcada por los problemas tecnol\u00f3gicos y organizativos. \u201cCon un ordenador que fallaba, con la dificultad de compaginar grupos de alumnos de universidades distintas, trabajando en otro idioma (pues parte de las clases eran en ingl\u00e9s) y todo eso tratando de conciliarlo con mi faceta de padre de dos ni\u00f1os peque\u00f1os\u201d, cuenta. \u201cPero una vez solucionados esos problemas, el estr\u00e9s se redujo tanto para mis alumnos como para m\u00ed\u201d.<br \/>\nHubo, incluso, para quien el cambio fue a\u00fan m\u00e1s radical. Ese fue el caso de Jes\u00fas Morate, educador en el Museo L\u00e1zaro Galdiano y estudiante de la actual edici\u00f3n de Laboratorios de la Nueva Educaci\u00f3n: \u201cEl cierre del museo signific\u00f3 la desaparici\u00f3n de nuestras actividades habituales: las visitas de colegios y grupos, los cursos y debates, y esto nos oblig\u00f3 a dise\u00f1ar nuevas actividades online. Y as\u00ed hasta hemos recuperado nuestras tertulias \u201cArte con t\u00e9\u201d y hemos participado en mayo en la Museum Week con museos de otros cien pa\u00edses\u201d.<br \/>\nMercedes Rodrigo, especialista en temas educativos municipales en Alcobendas y graduada en la segunda edici\u00f3n del m\u00e1ster, tambi\u00e9n comenz\u00f3 una actividad diferente con motivo de la epidemia, participando en la creaci\u00f3n de la Plataforma Ciudadana San Sebasti\u00e1n de los Reyes-Alcobendas, orientada a la soluci\u00f3n de los problemas -incluidos los educativos- de los colectivos m\u00e1s vulnerables. Una actividad que hubo de compaginar con el proyecto \u201cSi inspiras, cambias\u201d de encuentros de grupos con especialistas en psicolog\u00eda, fisioterapia, expresi\u00f3n corporal, desarrollo personal y que asimismo se necesit\u00f3 migrar del \u00e1mbito presencial al virtual.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":1273,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[15],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>I.- Experiencia ante el COVID-19 de los alumnos del m\u00e1ster: Virtudes docentes ante lo imprevisible - Laboratorio de la Nueva Educaci\u00f3n<\/title>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"es_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"I.- Experiencia ante el COVID-19 de los alumnos del m\u00e1ster: Virtudes docentes ante lo imprevisible - 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