Perspectivas y constructos para una educación a distancia re-concebida

Abstract

The article presents a further analysis on different perspectives of Distance Education in contemporary scenarios. It advances on interpretative dimensions enlightened by the thought and work of Edith Litwin, still relevant to understand current debates. From its origin to the present, cultural, technological, educational, cognitive and communi-cative contexts have changed. Understanding how these changes are present in projects and proposals of distance education, especially in higher education, is a substantial challenge that provides new lens to re-imagine teaching and learning and its relation with knowledge. We pursue the search of creativity and the need to overcome formats that update old practices under the idea of “innovations”. With a strong emphasis on the concept of hybridization in which not only educational, psychological and epistemological but also political, social and cultural glances converge, and conside-ring distance education as a pedagogical option; this article poses some challenges to re-conceive distance education from critical perspectives that lead to genuine and substantive innovations.