Dialogues on virtual classrooms during the pandemic and its consequences in a potential post-pandemic scenario

Abstract

The aim of this paper is to establish dialogue between the teacher assistants of History of the Spanish Language and their professor about the online classroom in the context of the global pandemic. The work is based on “The Ignorant Schoolmaster” by the French philosopher Jacques Rancière (Le maître ignorant, Paris, Fayard, 1987) breaking with classical teaching based on the idea that a subject (the teacher) possesses knowledge that is transmitted through an explanation to another subject (the student) who does not have it, since this reproduces inequalities inherent to the social relations of capitalist production. Thus, if one of the fundamental missions of the public university is to achieve social equality through access to the development of critical thinking, we consider that horizontal, plural, and transversal dialogue between students and teachers is essential to reflect on the most critical periods, in an attempt to improve equal opportunities. In this way, reflections on students’experiences during the first period of the online classrooms are highlighted, which served as a basis for reformulating the dynamics of a History of the Spanish Language course in 2020.