Abstract

The pandemic and health crisis emerges in Chile shortly after the so-called “social outbreak” under a complex political and social climate. Conditions arose out of forced confinement and paralysis of various daily activities and the productive sector; removing the socioeconomic structure, where the educational system has not been spared. In this uncertain climate, teachers of different educational levels have made substantial efforts to give continuity to the teaching-learning processes, trying to support their students and carry out emergency teaching. This work collects some reflections that arise from the teaching practice and various studies reviewed in the university environment to identify those challenges and opportunities under the context of COVID-19. From these considerations, the need arises to rethink the educational model and move towards more flexible systems, where the principles of equity and inclusion guide the teaching practices and the training of future teachers.