<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2301-0126</journal-id>
<journal-title><![CDATA[InterCambios. Dilemas y transiciones de la Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[InterCambios]]></abbrev-journal-title>
<issn>2301-0126</issn>
<publisher>
<publisher-name><![CDATA[Universidad de la República. Comisión Sectorial de Enseñanza.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2301-01262021000100045</article-id>
<article-id pub-id-type="doi">10.29156/inter.8.1.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación docente en la emergencia: pedagogías del cuidado]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher education in the emergency: pedagogies of care]]></article-title>
<article-title xml:lang="pt"><![CDATA[Formação de professores na emergência: pedagogias do cuidado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodés]]></surname>
<given-names><![CDATA[Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Enríquez]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garófalo]]></surname>
<given-names><![CDATA[Lucia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porta]]></surname>
<given-names><![CDATA[Mariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la República  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la República  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de la República  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de la República  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>01</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>01</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>8</volume>
<numero>1</numero>
<fpage>45</fpage>
<lpage>59</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2301-01262021000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2301-01262021000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2301-01262021000100045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La pandemia de covid-19 suscita un evento que cambiará drásticamente las formas de enseñar y aprender, acelerando y profundizando la relación del proceso educativo con las tecnologías digitales. La situación de emergencia desafió a la Universidad de la República (Udelar), que se abocó al diseño e implementación de dispositivos de enseñanza remota que permitieran sostener la educación superior minimizando las repercusiones académicas. En dicho marco, el Programa de Entornos Virtuales de Aprendizaje elaboró un plan de contingencia para la enseñanza y el aprendizaje en lí nea en condiciones de emergencia, con un abordaje de pedagogí as del cuidado y pedagogí a digital crí tica. Una de las acciones llevadas adelante en el marco de su implementación fue el curso de formación docente &#8220;Enseñar en lí nea en condiciones de emergencia&#8221;. La experiencia constituye el primer curso masivo, abierto y en lí nea (MOOC) en la Udelar y es una de las escasas en esta modalidad en Uruguay. El artí culo describe esta experiencia innovadora en el ámbito del desarrollo pedagógico docente y presenta el abordaje teórico-metodológico, proceso y principales decisiones en torno al diseño de la enseñanza, perfiles de participación y principales logros de la experiencia, con el fin de identificar potencialidades para la incorporación de iniciativas de desarrollo profesional docente basadas en el modelo MOOC. Se reconoce en una etapa inicial el desarrollo de este formato, sin embargo la propuesta resultó una alternativa enriquecedora para abordar el desarrollo profesional docente. Esta experiencia suma datos desde la empiria, aportando a la necesaria acumulación que permita apreciaciones más generalizables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Covid-19 pandemic sprang up a process that would drastically change the ways to teach and learn, deepening and accelerating the relationship between technologies and educational processes. The emergency situation challenged Universidad de la República (Udelar), which in turn designed and implemented remote teaching devices that allowed the continuity of higher education, minimizing academic impacts. Within this frame of action, the Virtual Learning Environments Program elaborated a Contingency Plan for teaching and learning, with an approach that considered pedagogy of care and critical digital pedagogy. One of the actions implemented was the Teacher Development Course &#8220;Teaching Online in Emergency Conditions&#8221;. The experience constitutes the first massive online open course in Udelar and it is one of the few of this sort in Uruguay. The article describes this innovative experience in teacher pedagogical development, presents the theoretical and methodological approach, the process and main decisions concerning the course design. Also, it describes main participation profiles and principal achievements of the experience, with the objective of identifying potential points of departure for teaching professional development initiatives based on the MOOC model. MOOCs are still at an initial stage; however, the proposal ended up being an enriching alternative to approach teacher professional development. This experience adds up empirical data, to a necessary accumulation that would in time, allow more generalizable appreciations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pandemia covid-19 dá origem a um evento que mudará drasticamente as formas de ensino e aprendizagem, acelerando e aprofundando a relação do processo educacional com as tecnologias digitais. A situação de emergência desafiou a Universidade da República, que apostou na concepção e implementação de dispositivos de ensino à distância que permitissem sustentar o ensino superior minimizando as repercussões académicas. Nesse contexto, o Programa de Ambientes Virtuais de Aprendizagem desenvolveu um Plano de Contingência de ensino e aprendizagem online em condições de emergência, com abordagem de pedagogias assistenciais e pedagogia digital crítica. Uma das ações levadas a cabo no âmbito da sua implementação foi o Curso de Formação de Professores &#8220;Ensino online em condições de emergência&#8221;. A experiência constitui o primeiro curso massivo, aberto e online (MOOC) da Udelar e é uma das poucas dessa modalidade no Uruguai. O artigo descreve esta experiência inovadora no campo do desenvolvimento profissional docente, apresentando a abordagem teórico-metodológica, o processo e as principais decisões em torno da concepção do ensino, perfis de participação e principais realizações da experiência, a fim de identificar potencialidades para a incorporação de iniciativas de desenvolvimento profissional docente baseadas no modelo MOOC. O desenvolvimento desse formato é reconhecido em um estágio inicial, porém a proposta foi uma alternativa enriquecedora para abordar o desenvolvimento profissional de professores. Essa experiência agrega dados empíricos, contribuindo para o acúmulo necessário que permite apreciações mais generalizáveis.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje híbrido]]></kwd>
<kwd lng="es"><![CDATA[MOOC.]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[hybrid learning]]></kwd>
<kwd lng="en"><![CDATA[MOOC]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[ensino híbrido]]></kwd>
<kwd lng="pt"><![CDATA[MOOC]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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