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...
Guardado en:
| Autores principales: | , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
IRICE (CONICET-UNR)
2021
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| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1432 |
| Aporte de: |
| Sumario: | 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. |
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