LAS RELACIONES ENSEÑANZA-APRENDIZAJE EN EL CONTEXTO DE LA EDUCACIÓN HÍBRIDA POST-COVID-19

Purposes: This article seeks to understand the perception of the hybrid teaching system in the post-covid 19 context of the teachers of the National Polytechnic Institute. Theoretical reference: the research problematizes the hybrid teaching-learning relationship in the current context, taking as a reference the worsening of the educational crisis caused by the context of the Covid-19 pandemic. Method: From a qualitative approach, a survey was carried out seeking to know the perception of some teachers about hybrid teaching in the context of higher education of the Higher School of Computing of the National Polytechnic Institute. Results and conclusion: The results point to the difficulties encountered in this process, as well as the challenge to strengthen the hybrid skills of the teachers, and the use of teaching methodologies, as well as technologies to design better experiences based on the development of skills of both face-to-face students how much online. The Covid-19 pandemic highlights our educational weaknesses in terms of our study plans, pedagogical projects and didactic strategies for what we find ourselves in face of the need for a curriculum and didactic strategies that prioritize the reality of everyday life, reconozcan and face social and digital inequalities. Therefore, hybrid teaching-learning brings with it a change of paradigms for the teacher. Research implications: The research contributes from its theoretical review with reflections so that we reassess and plan other ways of teaching and learning in the post-covid19 world. Originality/value: The results obtained in this study are unprecedented, innovative and relevant to the scientific community, contributing mainly to the training of educators, especially environmental educators in crisis contexts.