Didactic-pedagogical strategies in emergency education from the Obligatory Curricular Unit Psychology, Person and Learning

Abstract

This article analyzes issues related to the communication in virtual education, the accessibility of resources in the context of health and educational emergency, based on the experience of the Curricular Unit Psychology and Learning, corresponding to the Degree in Psychology (Universidad de la República). It describes the proposal and the adjustments in the current context. Also it is analyzed students opinions related to the objectives and contents of the course, to the didactic-pedagogical proposal, as well as to the relationship between teachers and students.
The conclusions reflect on the importance of promoting autonomy strategies and the regulation of learning processes in the current context from closeness and support in the pedagogical bond. Likewise, emphasis is placed on the importance of iteration and recursion, which allows the generation of flexible designs that adapt to the needs and conditions in which learning processes are developed.