El inicio universitario mediado por tecnologías digitales. El Gabinete de Experiencias Pedagógicas: Pensamiento y habla (GEP), UNPA.

Abstract

This article aims to address the impact of the COVID-19 pandemic on higher education, specifically at the National University of Patagonia Austral (UNPA). The abrupt transition to virtual learning posed significant challenges, exacerbating existing inequalities among students. Many teachers and students faced difficulties in adapting to technological platforms, affecting academic continuity and administrative procedures. Despite the pre-existence of the Pedagogical Experience Cabinet (GEP), the virtual modality was not widely used in all programs. The GEP played a crucial role by continuing to offer support activities, workshops, and multimedia didactic materials. These initiatives were particularly important for students experiencing the transition from secondary school to university education, known as the "zone of passage". We emphasize the importance of sustaining these academic spaces at the beginning of university studies for their role in academic literacy, which enables students to appropriate technologies, produce texts, and engage with academic culture.