Horizontes de la educación dominicana en el contexto del Postcovid-19: Dilemas formativos e impactos motivacionales

The purpose of this research was to study the horizons of Dominican education in the Postcovid19 context: formative dilemmas and motivational impacts as a scenario of possibilities to be traversed in order to optimize the country's institutions. It was inserted in the constitutive elements of the qualitative paradigm, since the findings were analyzed without making comparisons or numerical interpretations. The study was of a documentary nature and the associated technique was the bibliographic review, which facilitated the searches through the arches that were performed to obtain the relevant information from the selected sources of bases that addressed the educational horizons in the pandemic evolution whose effects impacted on the motivation of students in the formative processes. The Scopus, SciELO and Google Scholar databases were consulted with references not older than five years of publication, which were epistemological support regarding educational horizons in education and motivational dilemmas. Among the most relevant conclusions are the following: The horizons of Dominican Postcovid10 education have nuances ranging from uncertainty to the construction of educational possibilities that vindicate the learning processes in the different institutions. The formative dilemmas that were presented were faced with optimism and responsibility by the school authorities in each educational institution, for which important motivational efforts were made so that each student and teacher would become an important ally in the Dominican educational projects. O objetivo desta pesquisa foi estudar os horizontes da educação dominicana no contexto póscovid-19: dilemas formativos e impactos motivacionais como cenário de possibilidades que devem ser percorridas para otimizar as instituições do país. Inseriu-se nos elementos constitutivos do paradigma qualitativo, uma vez que as análises dos achados foram realizadas sem fazer comparações ou interpretações numéricas. O estudo foi de natureza documental e a técnica associada foi a revisão bibliográfica, que facilitou as buscas por meio das verificações que foram realizadas para obter as informações relevantes das fontes de bases selecionadas que abordavam os horizontes educacionais na evolução da pandemia cuja efeitos impactaram a motivação dos alunos nos processos de formação. As bases de dados Scopus, SciELO e Google Acadêmico foram consultadas com referências com até cinco anos de publicação que serviram de suporte e