<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712021000100013</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i22.910</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La realidad como mito: el contexto de las universidades ante la complejidad posmoderna]]></article-title>
<article-title xml:lang="en"><![CDATA[Reality as a myth: the context of universities and the postmodern complexity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Rodríguez]]></surname>
<given-names><![CDATA[Guillermo Isaac]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico José Mario Molina Pasquel y Henríquez  ]]></institution>
<addr-line><![CDATA[Zapopan ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>22</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712021000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712021000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712021000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Ante las diversas problemáticas derivadas de la pandemia de COVID-19, la sociedad, el Estado, las empresas y las Instituciones de Educación Superior (IES) han tenido que replantearse la manera en que enfrentan las situaciones cambiantes del entorno. El sentido de una educación clásica o tradicional se ha visto rebasado ante la necesidad de una educación virtual, sincrónica, asincrónica y remota donde el uso de las Tecnologías de la Comunicación y la Información (TIC) sirve como puente para el desarrollo de una educación apegada a las necesidades de la actualidad. Los sistemas educativos se han topado con una serie de elementos externos que aquejan sus funciones sustantivas internas produciendo la necesidad de replantear sus esquemas funcionales. Derivado de ello, surge la duda sobre ¿cuáles son todos esos elementos que encierra el cambio hacia una educación virtual y digital?, y ¿hasta qué punto es este el futuro de la Educación Superior? En el entendido de que el futuro ha alcanzado al presente, o viceversa, la época actual ha dejado varias preguntas al aire y la necesidad de realizar reflexiones al respecto. Por tanto, el presente ensayo es un acercamiento al fenómeno de las necesidades de una educación superior futura desde una perspectiva del cambio institucional y la generación de utopías y distopías como mitos que proveen de certidumbre a las IES ante los retos que deben enfrentar. A través del texto se realizan diferentes reflexiones sobre las posibilidades que existen y la tarea de poner en el escenario a los actores involucrados, junto con las políticas para entrever las carencias y vicisitudes de una educación en tiempos posmodernos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Faced with the problems derived from the COVID-19 pandemic, society, the State, companies, and Higher Education Institutions (HEIs) have had to rethink the way they deal with changing environmental situations. The meaning of a classical or traditional education has been overtaken by the need for a virtual, synchronous, asynchronous and remote education where the use of Communication and Information Technologies (ICT) serves as a bridge for the development of an education attuned to the needs of our times. Educational systems have run into a series of external elements that affect their substantive internal functions, leading them to rethink their functional schemes. Thus, the question arises as to which are the elements that a change towards a virtual and digital education entails, and to what extent this is the future of Higher Education. Insofar as the future has reached the present, or vice versa, the times we live in have raised several questions in the air as well as the need to reflect on them. This essay is an approach to the phenomenon of the needs of a future higher education from the perspective of institutional change and the generation of utopias and dystopias as myths that provide certainty to HEIs in the face of the challenges they must confront. We reflect on the possibilities available to us and the task of deploying the actors and the policies required to observe the shortcomings and vicissitudes of an education in postmodern times.]]></p></abstract>
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<kwd lng="es"><![CDATA[mitos]]></kwd>
<kwd lng="es"><![CDATA[cambio institucional]]></kwd>
<kwd lng="es"><![CDATA[analfabetismo digital]]></kwd>
<kwd lng="es"><![CDATA[utopías]]></kwd>
<kwd lng="en"><![CDATA[myths]]></kwd>
<kwd lng="en"><![CDATA[Institutional change]]></kwd>
<kwd lng="en"><![CDATA[digital illiteracy]]></kwd>
<kwd lng="en"><![CDATA[utopias]]></kwd>
</kwd-group>
</article-meta>
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