School work in the post-pandemic. Inequalities and back to basics
This article analyzes some of the transformations in school work in basic education schools after the return to gradual attendance in 2022, following the COVID-19 pandemic. Based on a sociomaterial approach that included interviews with teachers and analysis of student drawings, the forms of school...
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| Formato: | Artículo revista |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2026
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/962 |
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I15-R208-article-9622026-01-01T13:40:53Z School work in the post-pandemic. Inequalities and back to basics Trabajo escolar en la postpandemia. Desigualdades y retorno a lo básico Trujillo, Blanca Dussel, Inés Villanueva Badillo, Francisco Javier Postpandemia Trabajo escolar Desigualdades Tecnologías digitales Conocimientos básicos Postpandemic School work Inequalities Digital Technologies Basic knowledge This article analyzes some of the transformations in school work in basic education schools after the return to gradual attendance in 2022, following the COVID-19 pandemic. Based on a sociomaterial approach that included interviews with teachers and analysis of student drawings, the forms of school work in contexts marked by inequality were explored. The findings show a return to “the basics” (reading, writing and arithmetic) as a response to the weakening of knowledge resulting from confinement. Tensions were identified between the return to the basics, providing containment to students and in the school-family relationship; a scarce integration of digital media in the classroom, and some differences in study spaces by school level. The article argues that school work in the post-pandemic period was crossed by tensions to sustain a richer and more productive link with knowledge in a context of intensified inequalities. Este artículo analiza algunas de las transformaciones en el trabajo escolar en escuelas de educación básica tras el regreso a la presencialidad paulatina en 2022, luego de la pandemia por COVID-19. A partir de una indagación desde un enfoque sociomaterial que incluyó entrevistas a docentes y análisis de dibujos de estudiantes, se exploraron las formas del trabajo escolar en contextos marcados por la desigualdad. Los hallazgos muestran un retorno a “lo básico” (lectura, escritura y cálculo) como respuesta al debilitamiento de los conocimientos al que dio lugar el confinamiento. Se identificaron tensiones entre el retorno a los conocimientos básicos, brindar contención a los alumnos y en la relación escuela y familia; una escasa integración de medios digitales en el aula, y algunas diferencias en los espacios de estudio por nivel escolar. El artículo argumenta que el trabajo escolar en la postpandemia se vio atravesado por tensiones para sostener un vínculo más rico y productivo con el conocimiento en un contexto de desigualdades intensificadas. Este artigo analisa algumas das transformações no trabalho escolar em escolas de educação básica após o retorno gradual à presencialidade em 2022, após a pandemia da COVID-19. Com base em uma abordagem sociomaterial que incluiu entrevistas com professores e análise de desenhos de alunos, foram exploradas as formas de trabalho escolar em contextos marcados pela desigualdade. Os resultados mostram um retorno ao “básico” (leitura, escrita e aritmética) como uma resposta ao enfraquecimento do conhecimento resultante do confinamento. Foram identificadas tensões entre o retorno ao básico, o fornecimento de apoio aos alunos e a relação escola-família; uma escassa integração da mídia digital na sala de aula; e algumas diferenças nos espaços de estudo por nível escolar. O artigo argumenta que o trabalho escolar no período pós-pandemia foi afetado por tensões na manutenção de um vínculo mais rico e produtivo com o conhecimento em um contexto de desigualdades intensificadas. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2026-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/962 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 21 (2026) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/962/848 Derechos de autor 2025 Blanca Trujillo, Inés Dussel, Francisco Javier Villanueva Badillo https://creativecommons.org/licenses/by-nc-sa/4.0 |
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Universidad Nacional de Rosario |
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I-15 |
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R-208 |
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Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Postpandemia Trabajo escolar Desigualdades Tecnologías digitales Conocimientos básicos Postpandemic School work Inequalities Digital Technologies Basic knowledge |
| spellingShingle |
Postpandemia Trabajo escolar Desigualdades Tecnologías digitales Conocimientos básicos Postpandemic School work Inequalities Digital Technologies Basic knowledge Trujillo, Blanca Dussel, Inés Villanueva Badillo, Francisco Javier School work in the post-pandemic. Inequalities and back to basics |
| topic_facet |
Postpandemia Trabajo escolar Desigualdades Tecnologías digitales Conocimientos básicos Postpandemic School work Inequalities Digital Technologies Basic knowledge |
| author |
Trujillo, Blanca Dussel, Inés Villanueva Badillo, Francisco Javier |
| author_facet |
Trujillo, Blanca Dussel, Inés Villanueva Badillo, Francisco Javier |
| author_sort |
Trujillo, Blanca |
| title |
School work in the post-pandemic. Inequalities and back to basics |
| title_short |
School work in the post-pandemic. Inequalities and back to basics |
| title_full |
School work in the post-pandemic. Inequalities and back to basics |
| title_fullStr |
School work in the post-pandemic. Inequalities and back to basics |
| title_full_unstemmed |
School work in the post-pandemic. Inequalities and back to basics |
| title_sort |
school work in the post-pandemic. inequalities and back to basics |
| description |
This article analyzes some of the transformations in school work in basic education schools after the return to gradual attendance in 2022, following the COVID-19 pandemic. Based on a sociomaterial approach that included interviews with teachers and analysis of student drawings, the forms of school work in contexts marked by inequality were explored. The findings show a return to “the basics” (reading, writing and arithmetic) as a response to the weakening of knowledge resulting from confinement. Tensions were identified between the return to the basics, providing containment to students and in the school-family relationship; a scarce integration of digital media in the classroom, and some differences in study spaces by school level. The article argues that school work in the post-pandemic period was crossed by tensions to sustain a richer and more productive link with knowledge in a context of intensified inequalities. |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2026 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/962 |
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