EDUCATION IN TRANSFORMATION: REFLECTIONS ON TECHNOLOGY, REMOTE TEACHING AND HUMANIZATION IN THE POST-PANDEMIC PERIOD

Abstract

Thinking about the pandemic goes beyond mere technological adaptation to remote teaching and delves into deeper dimensions of the educational experience. The distancing imposed by the pandemic context significantly impacted not only the acquisition of knowledge, but also the emotional well-being of students. In-person interaction, essential for social, emotional and cognitive development, was abruptly replaced by digital environments that, although they provided expanded access to educational content, revealed structural and pedagogical challenges. The transition to remote teaching exposed pre-existing inequalities, especially regarding access to technology and the internet. Many students from vulnerable backgrounds faced difficulties in keeping up with school activities, while teachers were forced to acquire new digital skills in a short space of time. Learning is not limited to curricular content; it involves social and emotional aspects that manifest themselves in school life, in interaction with colleagues and teachers and in the construction of a supportive community. The hybrid model emerges as a viable possibility for the future of education, balancing the flexibility provided by remote teaching with the irreplaceable in-person experience. However, implementing this model requires adequate pedagogical planning, ongoing teacher training, and appropriate infrastructure. Furthermore, it is imperative to consider the impact of excessive technology use in childhood and adolescence, as studies indicate a correlation between prolonged exposure to screens and an increase in disorders such as anxiety and depression. The pandemic has highlighted the need for a humanized education that recognizes the student in their entirety, considering their biopsychosocial dimensions. Valuing the work of teachers, school inclusion, and strengthening interpersonal relationships in the educational environment have become priority issues. In line with the reflections of Castells and Lévy, we live in an era of information overload, requiring educational institutions to play an active role in the formation of critical and autonomous individuals. Learning cannot be restricted to the passive absorption of information, but must be guided by reflection, discernment, and meaningful interaction between educators and students. The pandemic experience has brought unprecedented challenges, but it has also revealed transformative potential for education. The future of education requires a balanced synthesis between technological innovation and humanization of the school environment, aiming at the formation of individuals prepared not only for the job market, but for a civic, participatory and reflective life.