<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202022000300102</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Experiencias educativas docentes en la pandemia del covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching educational experiences in the covid-19 pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peinado Camacho]]></surname>
<given-names><![CDATA[José de Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montoy Hernández]]></surname>
<given-names><![CDATA[Luis Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación e Innovación Tecnológica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<fpage>102</fpage>
<lpage>110</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202022000300102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202022000300102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202022000300102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de esta investigación fue indagar las experiencias educativas en el posgrado frente a la pandemia del COVID-19. La metodología que se utilizó fue cualitativa. La investigación fue no experimental con diseño transversal y enfoque exploratorio. El método empleado fue empírico-analítico. Los resultados evidenciaron que los profesores realizaron cuatro diferentes acciones educativas para enfrentar la pandemia del COVID-19. Académicas, al facilitar la experiencia de aprendizaje a distancia. Orientadoras, al instruir sobre la manera y pautas a seguir para la realización de actividades. Organizativas, al planear junto con las autoridades, las áreas administrativas escolares y los estudiantes la forma de trabajo. Digitales, al instruir a los estudiantes en el funcionamiento técnico de las herramientas de comunicación. En este mismo sentido, también se fomentó el trabajo colaborativo en los estudiantes con la integración de un equipo heterogéneo, donde se promovió la producción de conocimientos. Se concluye que es tiempo de adaptarse y evolucionar con los cambios digitales, enfrentar los retos de la pandemia desde la virtualidad, con acciones educativas oportunas, experiencias relevantes y propuestas innovadoras a distancia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of the research was to investigate the educational experiences in postgraduate studies in the face of the COVID-19 pandemic. The methodology used was qualitative. The research was non-experimental with a cross-sectional design and an exploratory approach. The method used was empirical-analytical. The results showed that the teachers carried out four different educational actions to face the COVID-19 pandemic. Academic, by facilitating the distance learning experience. Counselors, when instructing on the way and guidelines to follow for carrying out activities. Organizational, when planning together with the authorities, school administrative areas and students the way of working. Digital, by instructing students in the technical operation of communication tools. In this same sense, collaborative work was also promoted in students with the integration of a heterogeneous team, where the production of knowledge was promoted. It is concluded that it is time to adapt and evolve with digital changes, face the challenges of the pandemic from virtually, with timely educational actions, relevant experiences and innovative proposals from a distance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Posgrado]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
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