<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592022000300210</article-id>
<article-id pub-id-type="doi">10.19053/22160159.v13.n34.2022.14532</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of the pandemic on learning: reflections from educational psychology]]></article-title>
<article-title xml:lang="pt"><![CDATA[Impacto da pandemia na aprendizagem: reflexões da psicologia educacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castellanos-Páez]]></surname>
<given-names><![CDATA[Virgelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abello-Correa]]></surname>
<given-names><![CDATA[Rocío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Romero]]></surname>
<given-names><![CDATA[Mario Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ochoa-Angrino]]></surname>
<given-names><![CDATA[Solanlly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Ospina]]></surname>
<given-names><![CDATA[Tatiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Taborda-Osorio]]></surname>
<given-names><![CDATA[Hernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>34</numero>
<fpage>210</fpage>
<lpage>244</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592022000300210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592022000300210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592022000300210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A partir de la pandemia de covid-19, los gobiernos reglamentaron el aislamiento preventivo obligatorio como una medida para minimizar la propagación del virus SARS-CoV-2. El objetivo del artículo es reflexionar acerca de las consecuencias de este tipo de medidas sobre el desarrollo y el aprendizaje en estudiantes de diferentes niveles educativos, con el fin de proponer posibles adaptaciones educativas que se requieren ante el retorno de la comunidad educativa a la presencialidad. La reflexión estuvo alimentada por dos fuentes: revisión de literatura sobre el tema y avances en investigaciones psicoeducativas de algunos de los autores del presente texto. Las consecuencias identificadas son esencialmente negativas para el desarrollo cognitivo, las funciones ejecutivas, el desempeño en matemáticas y la salud mental. Como agravantes se identificaron el bajo capital social y cultural de las familias, las limitaciones en el acceso y uso de las herramientas digitales, deficiente formación de los docentes en el uso de las tecnologías con fines pedagógicos y dificultades de autorregulación en los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There are different points of view to analyze the new dynamics of rural education in Colombia. At least two of these perspectives are in conflict. They are useful as a framework to recognize the emerging representations on the school in contexts affected by the armed conflict and the growth of illicit crops. The first perspective insists on seeing education as a homogeneous system. This one focuses its interest on quality-understood in terms of indicators and results in international tests. The second one considers specific characteristics and reclaim the sociocultural practices that occur in the school-environment relationship. In this context, this article aims to: (a) recognize representations on the school of students from an educational center located in the Catatumbo region; (b) understand these representations from the school-context relationship; and (c) present the new meanings of the rural school as a dynamic agent in the territory. The processual approach of social representations is used with the support of the grounded theory and field work. The results show the school as a living entity, an oasis of peace open to the community for decision-making.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Por causa da pandemia de covid-19, os governos regulamentaram o isolamento preventivo obrigatório como medida para minimizar a propagação do vírus SARS-CoV-2. Este artigo visa a refletir sobre as consequências deste tipo de medidas no desenvolvimento e aprendizado dos estudantes em diferentes níveis educacionais, a fim de propor possíveis adaptações educacionais necessárias para o retorno da comunidade educacional à sala de aula. A reflexão foi alimentada por duas fontes: revisão bibliográfica sobre o tema e avanços na pesquisa psicoeducativa de alguns dos autores deste texto. As consequências identificadas são essencialmente negativas para o desenvolvimento cognitivo, funções executivas, desempenho matemático e saúde mental. Como fatores agravantes, foram identificados o baixo capital social e cultural das famílias, as limitações no acesso e uso de ferramentas digitais, a deficiente formação de professores no uso de tecnologias para fins pedagógicos e as dificuldades de autorregulação dos estudantes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[desarrollo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="en"><![CDATA[development]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[school performance]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[desempenho escolar]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem on-line]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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