Long distance education. Venezuelan educational policy and technosociological scenario in Covid-19 times

Abstract

Educational policy, as public policy, seeks to optimize practices in the context of education, by establishing action guidelines that solve problematic situations arising from foreseeable or fortuitous cases. In this Essay, developed under the modality of a bibliographic documentary review of educational aspects, it is intended to encourage critical reflections that emerge from the examination of the conditions presented by the Venezuelan technological and social scenario, for the use of distance education as a policy resource educational, designed and ordered by the governmental entity, with the intention of offering a pedagogical alternative that offers continuity to the educational process, on the occasion of the interruption of face-to-face care in educational institutions, due to the appearance of the pandemic by the Covid-19. Conditions that limit the application of this pedagogical strategy in the current conditions of the Venezuelan scenario were determined.