The meaning of the pedagogical theory of Enrique Moreno and the Arches in the face of the current educational situation

Abstract

The present situation has undermined every lifestyle of Latin American educators and learners: generalized apathy, gradual school dropout, lack of time to plan, implement and evaluate didactically, lack of teacher preparation for the virtual modality and upcoming return to face-to-face learning, etc. In addition to penetrating each social stratum, the difficult situation is compounded by the absence of didactic alternatives due to the closure of schools, the impossibility of enabling pedagogical ideas before the early opening of schools. One of the disciplines that can offer solid reflections on the interpretation of the unprecedented educational phenomenon that we are experiencing is pedagogy. Persuaded that pedagogical theory constitutes a pending issue in the Latin American pedagogical and educational community, we share a reflection born from the work of an almost unknown contemporary pedagogue: Enrique Moreno y de los Arcos. His pedagogical theory may well be a conceptual counterweight to the urgency of responses and the mass of opinions in virtual, face-to-face and hybrid educational life.