Entornos virtuales y educación inclusiva: a propósito de la renovación de los aprendizajes

As of the COVID-19 pandemic, the use of virtuality in education took on different dimensions, being the most used pedagogical model to guarantee the right to education and its permanence in various geographical locations. However, the issue of inclusion continues to be a scenario that deserves discussion, as digital tools and virtuality provide the necessary spaces to invigorate knowledge, to make autonomous learning, for the integration of technologies into classrooms, giving a leading role to the students, where they decide the pace of their academic training. However, there is also the other facet of this reality, where guaranteeing the access and participation of teachers and students to virtuality is an unresolved scenario, linked to a series of social asymmetries that create conditions of vulnerability, exclusion and new social asymmetries. As a result of the above, this paper explores the role of virtuality within education, being considered a paradoxical tool, but necessary for the development of the academy in the 21st century.