Young people with disabilities, school experiences and pandemic. A socio-anthropological analysis from everyday school life

This article is derived from progress of ongoing doctoral research in which we propose to analyse school experiences of young people with disabilities attending a special comprehensive training school, from a relational socio-anthropological approach. Since the outbreak of the pandemic, school proce...

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Autor principal: Debonis, Florencia
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Estudio Sociales. Universidad Nacional del Nordeste 2024
Materias:
young people with disabilities
school experience
pandemic
jóvenes con discapacidad
experiencias escolares
pandemia
Acceso en línea:https://revistas.unne.edu.ar/index.php/dpd/article/view/7783
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
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spelling I48-R154-article-77832024-11-07T11:19:24Z Young people with disabilities, school experiences and pandemic. A socio-anthropological analysis from everyday school life Jóvenes con discapacidad, experiencias escolares y pandemia. Un análisis socioantropológico desde la vida cotidiana escolar Debonis, Florencia young people with disabilities school experience pandemic jóvenes con discapacidad experiencias escolares pandemia This article is derived from progress of ongoing doctoral research in which we propose to analyse school experiences of young people with disabilities attending a special comprehensive training school, from a relational socio-anthropological approach. Since the outbreak of the pandemic, school processes found new ways to unfold, as occurred with “remote education” during 2020. It is understood that the pandemic operated as an intensifying and accelerating aspect of pre-existing processes of social inequality, likewise, it printed singularities in various social processes. From exposing certain dimensions of everyday school life, this writing focuses on describing the conditions around the use of ICT’s and connectivity, where teachers and students were at this time. At the same time, aspects of the reconfiguration of teaching work are presented. This is understood in the intersection of the definitions taken from the school around realizing “remote education”. The empirical information is made up of the review of regulations and official decrees, statistical reports and field work carried out in the special comprehensive training school. Este artículo se deriva de una investigación doctoral en curso que se propone analizar las experiencias escolares de jóvenes con discapacidad que asisten a una escuela especial de formación integral, desde un enfoque socioantropológico relacional. A partir de la irrupción de la pandemia, los procesos escolares hallaron novedosos modos de desplegarse, como ocurrió con la “educación remota” durante 2020. Se entiende que la pandemia operó como un aspecto intensificador y acelerador de procesos de desigualdad social preexistentes; asimismo, imprimió singularidades en diversos procesos sociales. A partir de exponer ciertas dimensiones de la vida cotidiana escolar, este escrito se centra en describir las condiciones en torno al uso de las TIC y de conectividad en las que se encontraban docentes y estudiantes en este tiempo. A la par, se exponen aspectos de la reconfiguración del trabajo docente. Esto es comprendido en el cruce de las definiciones tomadas desde la escuela en torno a concretizar la “educación remota”. La información empírica se conforma de la revisión de normativas y decretos oficiales, informes estadísticos y del trabajo de campo realizado en la escuela bajo estudio. Centro de Estudio Sociales. Universidad Nacional del Nordeste 2024-09-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistas.unne.edu.ar/index.php/dpd/article/view/7783 10.30972/dpd.13227783 De Prácticas y Discursos; Vol. 13 Núm. 22 (2024): De Prácticas y Discursos. Cuadernos de Ciencias Sociales 2250-6942 spa https://revistas.unne.edu.ar/index.php/dpd/article/view/7783/7295 Derechos de autor 2024 Florencia Debonis http://creativecommons.org/licenses/by-nc/4.0
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic young people with disabilities
school experience
pandemic
jóvenes con discapacidad
experiencias escolares
pandemia
spellingShingle young people with disabilities
school experience
pandemic
jóvenes con discapacidad
experiencias escolares
pandemia
Debonis, Florencia
Young people with disabilities, school experiences and pandemic. A socio-anthropological analysis from everyday school life
topic_facet young people with disabilities
school experience
pandemic
jóvenes con discapacidad
experiencias escolares
pandemia
author Debonis, Florencia
author_facet Debonis, Florencia
author_sort Debonis, Florencia
title Young people with disabilities, school experiences and pandemic. A socio-anthropological analysis from everyday school life
title_short Young people with disabilities, school experiences and pandemic. A socio-anthropological analysis from everyday school life
title_full Young people with disabilities, school experiences and pandemic. A socio-anthropological analysis from everyday school life
title_fullStr Young people with disabilities, school experiences and pandemic. A socio-anthropological analysis from everyday school life
title_full_unstemmed Young people with disabilities, school experiences and pandemic. A socio-anthropological analysis from everyday school life
title_sort young people with disabilities, school experiences and pandemic. a socio-anthropological analysis from everyday school life
description This article is derived from progress of ongoing doctoral research in which we propose to analyse school experiences of young people with disabilities attending a special comprehensive training school, from a relational socio-anthropological approach. Since the outbreak of the pandemic, school processes found new ways to unfold, as occurred with “remote education” during 2020. It is understood that the pandemic operated as an intensifying and accelerating aspect of pre-existing processes of social inequality, likewise, it printed singularities in various social processes. From exposing certain dimensions of everyday school life, this writing focuses on describing the conditions around the use of ICT’s and connectivity, where teachers and students were at this time. At the same time, aspects of the reconfiguration of teaching work are presented. This is understood in the intersection of the definitions taken from the school around realizing “remote education”. The empirical information is made up of the review of regulations and official decrees, statistical reports and field work carried out in the special comprehensive training school.
publisher Centro de Estudio Sociales. Universidad Nacional del Nordeste
publishDate 2024
url https://revistas.unne.edu.ar/index.php/dpd/article/view/7783
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last_indexed 2025-05-17T05:10:59Z
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