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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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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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 |
| Aporte de: |
| Sumario: | 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. |
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