Falling in the (inter)net, getting real: In search of the unknown viable in a (post)pandemic world

ABSTRACT

In this paper, we propose a theoretical-practical reflection on the challenges imposed by online remote education in a pandemic world, from what we identify as technological, spatiotemporal and epistemological disruptions that arise when we transpose the physical universe of the classroom to the virtual environment. Based on this reflection, our goal is to think of ways of building an unknown viable in the field of language education that points to an alternative school.

KEYWORDS:
language education; pandemic; disruption; unknown viable; school