Abstract:

Education underwent drastic changes before the contingency phase for Covid 19 (years 2020 and 2021, part of 2022), as it had to move from one day to another in the from the face-to-face modality to the virtual modality, or remote and emerging mode, with the challenges that this implied from access to technologies, connectivity, but it was also possible to provide alternative ways to generate educational experiences. But what learning does that experience leave us with rigid educational models? From a vision of the educational epistemology of complexity, this question is addressed as it provides a sustenance for the vision of the uncertainty landscape that characterized this stage.

This paper, which arises from broader research carried out at the National Polytechnic Institute (Mexico, SIP-20221235), analyzes post-Covid experiences at the postgraduate educational level from the perspective of educational complexity. This vision, rather than looking for a single answer, proposes continuous reflection on the problems of the educational field, trying to stop a linear analysis, as indicated by positivist thinking, a trend that has dominated higher education since the late nineteenth century. Therefore, using qualitative methodology, as it seeks to understand the phenomenon of study, with the instruments of qualitative interviews and focus group applied to students and teachers of a Research Center in Mexico City, which teaches at the master's and doctoral level, it was sought to identify and understand how it is transitioning towards an epistemological paradigmatic vision of educational complexity from the recovery of emerging educational practices.

Among the main results, contradictions were observed, such as that of preferring, both by students and teachers, face-to-face education, but at the same time, they demand to have more activities at a distance (readings, class recovery, administrative procedures, courses, meetings, among others), which indicates a tendency towards a hybrid modality not rigid but supported by technologies, in turn these technological resources that were also widely criticized during the pandemic period, but now having already dodged several obstacles, now they are more accepted, (including mobile devices such as the cell phone that previously was not seen as a teaching option). The traditional educational model is criticized, but at the same time we continue to work with it, but they recognize that, faced with the emergency, emerging measures have to be taken based on broader educational contexts. Thus, it can be concluded that a transformation that has left this pandemic period is observed and from the paradigm of complexity (whether known or not by educational actors) it is appreciated that the elements of uncertainty have forced them to reconsider being prepared to consider other elements away from the traditional ones and therefore, in this, educational institutions as rectors, should also be paying towards the transformation and updating of their educational models based on the educational epistemology of complexity.

Keywords:

Educational epistemology of complexity, Emergency Remote Education, Distance learning, Face-to-face learning, postgraduate level.