Pandemic and school: From preventive and compulsory social isolation to return to the classrooms

This article is based on a study carried out at the beginning of the COVID-19 emergency at global level and in Argentina in particular, in a scenario of preventive and compulsory social isolation (ASPO) that affected social dynamics, citizen life, and the schooling of thousands of children, adolesce...

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Autores principales: Krichesky, Marcelo, Manzo, Ana, Gagliano, Rafael, Pederzoli, Sandra
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2021
Materias:
COVID-19
educational system
teaching experience
educational continuity
return to classes
sistema educativo
experiencia docente
continuidad educativa
regreso a clases presenciales
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1432
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-1432
record_format ojs
spelling I15-R240-article-14322022-04-04T14:20:11Z Pandemic and school: From preventive and compulsory social isolation to return to the classrooms Pandemia y escuela: Del aislamiento social preventivo y obligatorio al regreso a las aulas Krichesky, Marcelo Manzo, Ana Gagliano, Rafael Pederzoli, Sandra COVID-19 educational system teaching experience educational continuity return to classes COVID-19 sistema educativo experiencia docente continuidad educativa regreso a clases presenciales This article is based on a study carried out at the beginning of the COVID-19 emergency at global level and in Argentina in particular, in a scenario of preventive and compulsory social isolation (ASPO) that affected social dynamics, citizen life, and the schooling of thousands of children, adolescents and adults. The study was developed, based on a survey provided to teachers, principals and inspectors of different levels and modalities of the educational system, and exchange groups with said actors, in order to analyze the processes of pedagogical continuity and discontinuity, and proposals for the back to face-to-face classes. This article recovers that process of inquiry in order to reconstruct the teaching experience, recognizing that their speeches express unique positions in the face of the emergence of ASPO and the search to sustain a certain pedagogical continuity and alternatives regarding the return to face-to-face classes from diverse and unequal institutional contexts. Old and new rituals that occur in the pandemic scenario and ASPO stand out in the conclusions, and questions about returning to face-to-face classes, which transcend the hygienic dimension and are associated with pedagogical and coexistence aspects. Este artículo se basa en un estudio realizado en los inicios de la emergencia del COVID-19 a nivel global y en la Argentina en particular, en un escenario de aislamiento social preventivo y obligatorio (ASPO) que afectó la dinámica social, la vida ciudadana y la escolarización de miles de niños, adolescentes y adultos. El estudio se desarrolló en base a una encuesta suministrada a docentes, directivos e inspectores de diferentes niveles y modalidades del sistema educativo y a grupos de intercambio con dichos actores, con motivo de analizar los procesos de continuidad y discontinuidad pedagógica, y las propuestas para el regreso a clases presenciales. En este trabajo se recupera este proceso de indagación con el propósito de reconstruir la experiencia docente, reconociendo que sus discursos expresan posiciones singulares ante la emergencia del ASPO y una búsqueda por sostener cierta continuidad pedagógica e imaginar alternativas respecto del regreso a clases presenciales desde contextos institucionales diversos y desiguales. Se destacan en las conclusiones viejos y nuevos rituales que se producen en el escenario de pandemia y ASPO, e interrogantes sobre el regreso a clases presenciales, que trascienden la dimensión higienista y se asocian a aspectos pedagógicos y de la convivencia. IRICE (CONICET-UNR) 2021-12-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1432 10.35305/revistairice.vi41.1432 Revista IRICE; Núm. 41 (2021); 119-145 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1432/2241 Derechos de autor 2022 Marcelo Krichesky, Ana Manzo, Rafael Gagliano, Sandra Pederzoli https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
topic COVID-19
educational system
teaching experience
educational continuity
return to classes
COVID-19
sistema educativo
experiencia docente
continuidad educativa
regreso a clases presenciales
spellingShingle COVID-19
educational system
teaching experience
educational continuity
return to classes
COVID-19
sistema educativo
experiencia docente
continuidad educativa
regreso a clases presenciales
Krichesky, Marcelo
Manzo, Ana
Gagliano, Rafael
Pederzoli, Sandra
Pandemic and school: From preventive and compulsory social isolation to return to the classrooms
topic_facet COVID-19
educational system
teaching experience
educational continuity
return to classes
COVID-19
sistema educativo
experiencia docente
continuidad educativa
regreso a clases presenciales
author Krichesky, Marcelo
Manzo, Ana
Gagliano, Rafael
Pederzoli, Sandra
author_facet Krichesky, Marcelo
Manzo, Ana
Gagliano, Rafael
Pederzoli, Sandra
author_sort Krichesky, Marcelo
title Pandemic and school: From preventive and compulsory social isolation to return to the classrooms
title_short Pandemic and school: From preventive and compulsory social isolation to return to the classrooms
title_full Pandemic and school: From preventive and compulsory social isolation to return to the classrooms
title_fullStr Pandemic and school: From preventive and compulsory social isolation to return to the classrooms
title_full_unstemmed Pandemic and school: From preventive and compulsory social isolation to return to the classrooms
title_sort pandemic and school: from preventive and compulsory social isolation to return to the classrooms
description This article is based on a study carried out at the beginning of the COVID-19 emergency at global level and in Argentina in particular, in a scenario of preventive and compulsory social isolation (ASPO) that affected social dynamics, citizen life, and the schooling of thousands of children, adolescents and adults. The study was developed, based on a survey provided to teachers, principals and inspectors of different levels and modalities of the educational system, and exchange groups with said actors, in order to analyze the processes of pedagogical continuity and discontinuity, and proposals for the back to face-to-face classes. This article recovers that process of inquiry in order to reconstruct the teaching experience, recognizing that their speeches express unique positions in the face of the emergence of ASPO and the search to sustain a certain pedagogical continuity and alternatives regarding the return to face-to-face classes from diverse and unequal institutional contexts. Old and new rituals that occur in the pandemic scenario and ASPO stand out in the conclusions, and questions about returning to face-to-face classes, which transcend the hygienic dimension and are associated with pedagogical and coexistence aspects.
publisher IRICE (CONICET-UNR)
publishDate 2021
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1432
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first_indexed 2023-06-26T22:56:22Z
last_indexed 2023-06-26T22:56:22Z
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