Cambios y permanencias

Vol. 12 No. 2 (2021): Cambios y Permanencias
Autores Invitados

Transition towards the governance of the return to the classroom in the face of anti-Covid-19 policies

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  • Cruz García Lirios,
  • Javier Carreón Guillén,
  • José Marcos Bustos Aguayo,
  • Jorge Hernández Valdés,
  • Francisco Espinoza Morales,
  • Celia Yaneth Quiroz Campas,
  • Margarita Juárez Nájera
Cruz García Lirios
Universidad Autónoma del Estado de México
Bio
Javier Carreón Guillén
Universidad Nacional Autónoma de México
Bio
José Marcos Bustos Aguayo
Universidad Nacional Autónoma de México
Bio
Jorge Hernández Valdés
Universidad Nacional Autónoma de México
Bio
Francisco Espinoza Morales
Universidad de Sonora
Bio
Celia Yaneth Quiroz Campas
Instituto Tecnológico de Sonora
Bio
Margarita Juárez Nájera
Universidad Autónoma Metropolitana
Bio

Published 2021-12-13

Keywords

  • Covid-19,
  • Governance,
  • Social Representations,
  • Educational Policy,
  • Pandemic,
  • Agenda
    • ...More
    Less

How to Cite

García Lirios, C. ., Carreón Guillén, J. ., Bustos Aguayo, J. M. ., Hernández Valdés, J. ., Espinoza Morales, F. ., Quiroz Campas, C. Y. ., & Juárez Nájera, M. . (2021). Transition towards the governance of the return to the classroom in the face of anti-Covid-19 policies. Cambios Y Permanencias, 12(2), 32–54. Retrieved from https://revistas.uis.edu.co/index.php/revistacyp/article/view/12824

Copyright (c) 2021 Revista Cambios y Permanencias

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This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

As of October 2021, the pandemic has claimed the lives of more than four million. In Mexico, confirmed cases of around a million victims accumulate. In this scenario, the Mexican State has escalated into a conflict with Higher Education Institutions regarding the return to classes. While educational policies revolve around lack of refinement and return to classes, even when young people do not have the basic immunization scheme, public universities lead the practice of the virtual classroom. The objective of this work is to analyze and discuss the differences between the public administration of education and the autonomy of the universities regarding the return to the traditional classroom. A literature review was carried out considering the link between policies to mitigate and contain the pandemic in relation to the protocols for returning to face-to-face classes followed by public universities. Axes, trajectories and relationships between risk prevention, self-care and co-responsibility stand out. In relation to the state of the art, the asymmetries between political and educational actors are discussed.

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