Desafío de la realidad educativa en el mundo vs realidad educativa venezolana

Abstract

Obviously, the pandemic caused by the COVID-19 virus caused great forecasts to be made throughout the world, activating the so-called health emergency in order to protect humanity and avoid fatal outcomes. Likewise, large organizations also made their adjustments, making changes in their work modalities, migrating from a face-to-face mode to a virtual one. The educational field is not escaping this new panorama, where from this moment it was evident that the vast majority of teachers were not trained to face the new educational reality under a virtual context and mediated by ICT. Based on this premise, a review is made of the work prepared by Flores et al. (2020), which is taken as a basis to carry out the comparative analysis of the educational realities of teachers belonging to a rural area located in the province of Manabí-Ecuador and the experience of the Universidad Politécnica Territorial del Zulia (UPTZ) in Venezuela. The purpose of the research is to describe the experience of implementing Distance Education adopted in the face of the health emergency caused by the COVID-19 pandemic. The study is based on the proposals of Chavaro (2016), Salgado (2015), ECLAC-UNESCO (2020), Argandoña et al. (2020) and Flores et al. (2020) among others. The methodology used was descriptive, with a mixed approach where the application of quantitative and quantitative methods and techniques is handled; The sample consisted of a group of 150 teachers, in the case of the province of Manabí-Ecuador. While in the case of the Universidad Politécnica Territorial del Zulia (UPTZ) Venezuela, the sample was represented by 27 teachers and 15 students. The results showed the preponderance of the teaching role as a leader with commitment and vocation, who, even in the midst of a crisis that also affects him, maintains their desire to offer the best of their skills in favor of children and young people.