Resumen. En este artículo describimos algunos de los significados fundamentales de la pedagogía fenomenológica de Max van Manen. La pedagogía vanmaniana es poco conocida en el contexto hispanoamericano, a diferencia de lo que sucede en otros contextos geográficos; mucho menos conocida que la metodología fenomenológico-hermenéutica que ha desarrollado el autor y que es adoptada en la investigación empírica en muchas y variadas ciencias. Su pedagogía, fruto de investigación fenomenológico-hermenéutica, explora y describe las estructuras esenciales de la experiencia educativa desde el punto de vista existencial o vivido. De esta forma, a lo largo de sus numerosos estudios, van Manen ofrece una profunda y singular comprensión de la vida pedagógica, básicamente, descubierta y descrita a través de sus estructuras o temas esenciales. Se expone aquí, no su metodología, sino una muestra y selección la riqueza de significados fenomenológicos vanmanianos: la naturaleza y condiciones de la relación pedagógica. Un tema que contribuye a aprehender y practicar la pedagogía como una experiencia humana profunda, rica e inefable y con exigencias éticas ineludibles. Palabras clave: Corriente pedagógica; Pedagogía fenomenológica; relación pedagógica; experiencia pedagógica; fenomenología hermenéutica aplicada; van Manen It is indeed much less known than the phenomenological-hermeneutical methodology developed by the author, which is followed within empirical research in many different sciences. Thanks the hermeneutical phenomenological methodology, van Manen's pedagogy explores and describes the essential structures of the educational experience from the existential or lived point of view. Thus, throughout his many studies, van Manen provides a deep and unique understanding of the pedagogical life basically discovered and described through structures or essential issues. This paper does not study his method but the nature and conditions of the pedagogical relation as a sample and selection of this wealth of phenomenological meaning. This issue contributes to the learning and practice of pedagogy as a deep, rich and unspeakable human experience, which possesses unavoidable ethical demands. Keywords: Pedagogical Theory; Phenomenological Pedagogy; Pedagogical relation; teaching experience; applied phenomenology; van Manen Sumario. 1. Introducción. 2. La pedagogía como situación, acción y relación. 3. La naturaleza de la relación pedagógica. 4. Las condiciones de la relación pedagógica. 5. Educar in loco parentis 6. Conclusiones. 7. Referencias bibliográficas.

No abstract

No abstract

This paper reports a training process undertaken by teachers from the Universidad Politécnica Salesiana (Salesian Polytechnic University) in Guayaquil. The process was carried out between the months of March and April 2020 using crowdlearning as a teacher training innovative initiative to face the challenge of online university education as a measure proposed by the Ecuadorian Government to tackle the health crisis caused by COVID-19. This crowdlearning proposal convened, trained and motivated faculty to face the health emergency in the academic period that was about to begin (May-September 2020). This initiative, which originated from a group of professors, summoned (voluntarily) the entire academic team from the Guayaquil campus to be part of a virtual space for the exchange of knowledge on the use of technologies for virtual education. A training experience based on virtual conferences was developed applying multiple teaching tools, exploring innovative strategies for online education, and training the academics in the use of digital tools to enhance the teachinglearning process. Beside the meaningful and effective learning on the use of online and virtual teaching-learning strategies, resources and tools, it was possible to help the teachers mitigate the negative effects of isolation such as apprehension, fear, anxiety about the unknown and uncertainty, according to what the participants stated.

No abstract