The teacher as a promoter of multidimensional changes and transformations. A post-pandemic educational proposal

Abstract

Post-pandemic education stands as a complex challenge that invites the reformulation of teaching and learning practices that has been developed so far. This in part constitutes a clear demonstration of the vulnerable and fallible nature of accumulated knowledge, which, given the peculiarities of the new normal, was diluted in such a way that it only demonstrated its limited capacity to respond to one of the most drastic crises ever experienced by humanity during the last decades, the appearance of the health emergency caused by the global pandemic of Covid-19. This scenario, for some permeated by uncertainty and overwhelming, is nothing more than the collapse of the scientific foundations that have given humanity a certain level of security on how to respond to the onslaught of a planet in crisis; while for others, with an optimistic view of the situation, the pandemic has been an opportunity to break with the rigid schemes whose ties to the past have not finished unraveling with their practices, which have only made it impossible to explore novel alternatives to generate integral well-being and human development. This reality, sufficiently well known, has shaken the foundational pillars of education and, especially, of teaching, causing the opening to a range of humanistic, technological, social and cultural possibilities, with the potential not only to improve their teaching efforts but to assume a new role as an active agent capable of transcending the limits of the educational institution, to enter the assumption of functions associated with comprehensive, affective, socio-emotional attention not only to the student but to the family and the educational community in general. In this sense, this essay tries to show the teacher as a promoter of multidimensional educational changes and transformations, whose impact is crucial to guarantee effective-relevant training.