<?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>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442022000300214</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñar y aprender en la normalidad, confinamiento y posconfinamiento: ¿modelos didácticos iguales o diferentes?]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching and learning in normality, confinement and post confinement: same or different didactic models?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macías Lima]]></surname>
<given-names><![CDATA[Asnaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Aguilera]]></surname>
<given-names><![CDATA[René de Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Cobo]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santander Lovera]]></surname>
<given-names><![CDATA[Yenny Daily]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina López]]></surname>
<given-names><![CDATA[Yaxer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitario Municipal Cumanayagua  ]]></institution>
<addr-line><![CDATA[ Cienfuegos]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Empresa Cítrico Arimao  ]]></institution>
<addr-line><![CDATA[Cumanayagua Cienfuegos]]></addr-line>
<country>Cuba</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>18</volume>
<numero>86</numero>
<fpage>214</fpage>
<lpage>222</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442022000300214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442022000300214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442022000300214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El proceso formativo de los estudiantes en la Educación Superior en la normalidad o presencialidad responde a enseñar y aprender en los ambientes normales de las universidades, mientras que en la etapa de confinamiento y posconfinamiento producto del COVID-19 se tuvo que desarrollar una nueva dinámica por parte de docentes y estudiantes la (virtualidad e hibridación). En este sentido los docentes tuvieron que prestar especial atención al tratamiento didáctico integrador de los contenidos, y con ello una nueva forma de decir y hacer para dar respuestas a los cambios científico-técnicos, socioeconómicos y culturales, en el escenario de cada país, y así poder desarrollar las competencias profesionales de los futuros egresados de la Educación Superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The training process of students in higher education in normality or face-to-face responds to teaching and learning in the normal environments of universities, while in the stage of confinement and post-confinement product of COVID-19 a new dynamic had to be developed by part of teachers and students (virtuality and hybridization). In this sense, teachers had to pay special attention to the integrative didactic treatment of the contents, and with it a new way of saying and doing to respond to scientific-technical, socio-economic and cultural changes, on the scenario of each country, and thus, to develop the professional competences of future graduates of higher education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Modelos didácticos]]></kwd>
<kwd lng="es"><![CDATA[confinamiento]]></kwd>
<kwd lng="es"><![CDATA[posconfinamiento]]></kwd>
<kwd lng="es"><![CDATA[virtualidad]]></kwd>
<kwd lng="es"><![CDATA[hibridación]]></kwd>
<kwd lng="en"><![CDATA[Didactic models]]></kwd>
<kwd lng="en"><![CDATA[confinement]]></kwd>
<kwd lng="en"><![CDATA[post-confinement]]></kwd>
<kwd lng="en"><![CDATA[virtuality]]></kwd>
<kwd lng="en"><![CDATA[hybridization]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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