LA CONECTIVIDAD: NECESIDADES Y POLÍTICAS EDUCATIVAS

Abstract

This study analyzed three factors associated with distance education in the context of the COVID-19. Focus on the importance of connectivity and technology as a means of human development, analyzes teachers' constraints in the use of ICTS and the household's role in this process because the government’s policies have not focused on the teachers' professional development to deal with long-term social confinement. The study also aims to characterize the factors associated with connectivity in the practice of distance learning in the context of COVID-19, there are three elements directly linked to each other, whose role is unavoidable. The analysis identified findings related to the approach of educational policy without corresponding studies by the State. in the context of COVID-19, The professor needs the strengthening of his capacities to improve his performance and be able to involve the home for develop the independent learning.To sum up, connectivity and technology can be considered as essential components supported by policies, capable of motivating teachers and enhancing their professional performance. The school cannot dispense with teacher and the teacher cannot develop without connectivity. In addition, connectivity involves disconnected households as apprehensive subjects for unlearn heteronomy and move towards autonomy.