Curricular reflections: training processes of education professionals in times of crisis, challenges and perspectives

Abstract

This article analyzes the educational challenges linked to the training processes of students of the Bachelor's Degree in Pedagogy and Bachelor's Degree in Educational Intervention of the National Pedagogical University of the State of Chihuahua, Mexico, the drastic changes generated in the context of the health contingency by COVID-19, and the new curricular challenges that emerged in the pedagogical continuity as a result of it. It is a qualitative study generated within the research project "The field of didactics in the current context, from the point of view of the educational actors of UPNECH". The hermeneutic method was used in the analysis of the data obtained from an intentional sample of 45 students, who, through narratives and creations in Word art, exposed their life experiences as students in times of pandemic, considering the pleasant, unpleasant, critical vicissitudes and in general the various curricular, economic and socioemotional challenges that from the perspective of the participants they faced at the height of the epidemic. It was found that these events affected the students' formative continuity, socioemotional balance and identity stability, but also favored their growth as human beings, as future professionals. Similarly, the initial results, show that during the pandemic, the rational postulate that holds that scientific development is the guarantor of progress and security for humanity was drastically questioned; in contrast, the global crisis exposed the fragility of the human condition and the need to oscillate to new forms of education and social coexistence.