The Distance Education Strategy of Ministry of Public Education During the Covid-19 Pandemic and The Adaptations in The Pedagogical Mediation and Administrative Functions in The English Teaching Staff of San José De Alajuela High School During 2020


  • Lic. Cristian Calderón Arroyo Facultad de Educación Universidad Hispanoamericana
  • MSc. Julio César Castro Miranda Facultad de Educación Universidad Hispanoamericana

Palabras clave:

M.E.P, English curriculum, proficiency, approach


The pandemic caused by the coronavirus has generated a number of adverse situations in the different scenarios in which human beings develop. Particularly in the educational field, the pandemic caused a massive closure of educational centers that had within their operation to dictate lessons in a face-to-face manner. The socioeconomic environment of the different societies that make up Latin America, especially Costa Rica, have high rates of poverty and extreme poverty, bringing high levels of social dissatisfaction and a high degree of economic and educational inequality for the people who make up the Costa Rican civil society.   In this context, the pandemic has brought a great crisis to the educational pillar because institutions have had to suspend their lessons and migrate to more feasible alternatives such as distance education through technological platforms. This migration has brought a great paradigm shift by incorporating the teaching staff and educational communities to update their way of teaching lessons, with the clear slogan of coping in a better and timely manner the negative impact that the pandemic has had on the activities that human beings perform as the educational part.


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Cómo citar

Calderón Arroyo, C., & Castro Miranda, J. C. (2021). The Distance Education Strategy of Ministry of Public Education During the Covid-19 Pandemic and The Adaptations in The Pedagogical Mediation and Administrative Functions in The English Teaching Staff of San José De Alajuela High School During 2020. Sapiencia Revista Científica Y Académica , 1(1), 78–101. Recuperado a partir de