The narrative of the relationship between the curriculum and digital culture during the pandemic - a post-graduate experience

Abstract

The purpose of this article is to reflect on the integration between the curriculum and technology and the composition of the category “web curriculum”, considered a theorical construct and a category of action that incorporates the activities undertaken by the author since 2010. This is based on the experience of teaching a subject that is carried out remotely in a post-graduate program with students doing a PhD course during the first semester of 2020. The methodological design of the study provides a bibliographical and documentary overview of education during the pandemic, as well as the concepts that underpin the reflections. Following this, there is a narrative account of the author´s experience based on the personal registers and documentation available in the virtual environment, which were produced while the lesson activities were being carried out. The narrative underlines the fact that remote education has offered opportunities for other means of conducting an education that is founded on principles involving dialogue, reflection, and the co-construction of knowledge. In addition, it shows the importance of adopting a welcoming stance, a feeling of solidarity, encouragement creativity and a critical outlook in the face of the cruel circumstances of the pandemic which have led to a widening of social, cultural, digital, and educational disparities.