Between didactic and pedagogical models: Simpletons, resignifications, and resistances

Abstract

This article derives from a qualitative study aimed at identifying, interpreting, analyzing, and understanding the pedagogical and didactic initiatives that emerged during the social and public health crises caused by the COVID-19 pandemic. The participants included teachers, students, and school leaders from urban and rural educational institutions in the municipality of Tuluá, Valle del Cauca, within the framework of an agreement between the Unidad Central del Valle del Cauca (UCEVA) and the Municipal Secretariat of Education. The findings underscore the positive responses of schools and educational communities to the challenges encountered, including the strengthening of formative interactions, the emergence of solidarities, and collective efforts to move beyond crisis conditions and conventional educational practices. The study also raises critical questions concerning the meaning of a “return to normality,” the extent to which the achievements attained can be capitalized upon, and the sustainability of the contextualizations, re-significations, and pedagogical commitments developed during that historical period.