A dialectical vision of epistemological foundations for the incorporation of ICT in the pedagogical act in transitional times of the Covid-19 pandemic.
Purpose: This work shows a dialectical vision of epistemological foundations for the incorporation of ICT in the pedagogical act in transitional times of the Covid-19 pandemic for school education. Description: The context in which the Covid-19 pandemic emerges is addressed and a vision of institutional pedagogy is theorized from the use of ICT in teaching to base a didactic perspective according to current educational requirements. Point of view: The transformation of education in times of the Covid-19 pandemic requires carrying out epistemic approaches in education, in such a way as to promote a paradigmatic change in the way of doing education, in order to generate breaks and theoretical approaches that connect the educational reality with the teaching exercise. Conclusion: The implementation of a reflective and critical model of teachers and educational establishments may generate conditions and processes that recognize the power of the combined use of technology and pedagogy on a continuous basis in times of pandemic.