Social representations on educational policies in pandemic: disputes, expectations and uncertainties

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Since the beginning of 2021, an intense public discussion has been generated in the media and in various spheres of daily life about the need, opportunity and relevance of school attendance in the context of the COVID-19 pandemic. The political disputes around the issue and the varied marches and co...

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Autores principales: Alzina, Pilar, Dabenigno, Valeria, Di Piero, Emilia, Freytes Frey, Ada
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2022
Materias:
pandemic
educational policy
representations
expectations
qualitative research
pandemia
políticas educativas
representaciones sociales
expectativas
investigación cualitativa
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1455
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-1455
record_format ojs
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 pandemic
educational policy
representations
expectations
qualitative research
pandemia
políticas educativas
representaciones sociales
expectativas
investigación cualitativa
spellingShingle pandemic
educational policy
representations
expectations
qualitative research
pandemia
políticas educativas
representaciones sociales
expectativas
investigación cualitativa
Alzina, Pilar
Dabenigno, Valeria
Di Piero, Emilia
Freytes Frey, Ada
Social representations on educational policies in pandemic: disputes, expectations and uncertainties
topic_facet pandemic
educational policy
representations
expectations
qualitative research
pandemia
políticas educativas
representaciones sociales
expectativas
investigación cualitativa
author Alzina, Pilar
Dabenigno, Valeria
Di Piero, Emilia
Freytes Frey, Ada
author_facet Alzina, Pilar
Dabenigno, Valeria
Di Piero, Emilia
Freytes Frey, Ada
author_sort Alzina, Pilar
title Social representations on educational policies in pandemic: disputes, expectations and uncertainties
title_short Social representations on educational policies in pandemic: disputes, expectations and uncertainties
title_full Social representations on educational policies in pandemic: disputes, expectations and uncertainties
title_fullStr Social representations on educational policies in pandemic: disputes, expectations and uncertainties
title_full_unstemmed Social representations on educational policies in pandemic: disputes, expectations and uncertainties
title_sort social representations on educational policies in pandemic: disputes, expectations and uncertainties
description Since the beginning of 2021, an intense public discussion has been generated in the media and in various spheres of daily life about the need, opportunity and relevance of school attendance in the context of the COVID-19 pandemic. The political disputes around the issue and the varied marches and countermarches of education systems around the world regarding their policies of opening and closing school buildings have placed education at the center of the scene. Inspired by the scarcity of local studies about the representations of the general population about educational policies in pandemic and committed to contribute from research to understanding the present, the authors of this article set out to analyze the representations of the population about the situation education and policies of return to presence during the year 2021 in Argentina. In the first place, the social representations about the beginning of face-to-face classes and their subsequent eventual or actual suspension are presented according to the epidemiological situation of each jurisdiction due to the increase in cases in the framework of the second wave of the pandemic. Second, expectations about the 2021 school year are discussed. In the framework of a more comprehensive investigation corresponding to the PISAC COVID-19 call, this work is based from 47 semi-structured interviews carried out between April and May of 2021 to inhabitants of different regions of the country with and without direct contact with the educational system, who investigated the various topics of the project, including the educational question. The analysis of the article focuses on the positions around the main measures associated with the return to presence taken by governments and the expectations associated with the return to schooling and the future of the 2021 school year.
publisher IRICE (CONICET-UNR)
publishDate 2022
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1455
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first_indexed 2023-06-26T22:56:36Z
last_indexed 2024-08-12T21:37:29Z
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spelling I15-R240-article-14552023-08-03T15:27:05Z Social representations on educational policies in pandemic: disputes, expectations and uncertainties Representaciones sociales sobre las políticas de presencialidad educativa en pandemia: disputas, expectativas e incertidumbres Alzina, Pilar Dabenigno, Valeria Di Piero, Emilia Freytes Frey, Ada pandemic educational policy representations expectations qualitative research pandemia políticas educativas representaciones sociales expectativas investigación cualitativa Since the beginning of 2021, an intense public discussion has been generated in the media and in various spheres of daily life about the need, opportunity and relevance of school attendance in the context of the COVID-19 pandemic. The political disputes around the issue and the varied marches and countermarches of education systems around the world regarding their policies of opening and closing school buildings have placed education at the center of the scene. Inspired by the scarcity of local studies about the representations of the general population about educational policies in pandemic and committed to contribute from research to understanding the present, the authors of this article set out to analyze the representations of the population about the situation education and policies of return to presence during the year 2021 in Argentina. In the first place, the social representations about the beginning of face-to-face classes and their subsequent eventual or actual suspension are presented according to the epidemiological situation of each jurisdiction due to the increase in cases in the framework of the second wave of the pandemic. Second, expectations about the 2021 school year are discussed. In the framework of a more comprehensive investigation corresponding to the PISAC COVID-19 call, this work is based from 47 semi-structured interviews carried out between April and May of 2021 to inhabitants of different regions of the country with and without direct contact with the educational system, who investigated the various topics of the project, including the educational question. The analysis of the article focuses on the positions around the main measures associated with the return to presence taken by governments and the expectations associated with the return to schooling and the future of the 2021 school year. Desde inicios de 2021 se ha generado una intensa discusión pública en medios de comunicación y en variadas esferas de la vida cotidiana acerca de la necesidad, oportunidad y pertinencia de la presencialidad escolar en el contexto de la pandemia por COVID-19. Las disputas en torno al tema y las variadas marchas y contramarchas de los sistemas educativos de todo el mundo respecto de sus políticas de apertura y cierre de los edificios escolares han posicionado a la educación en el centro de la escena. Inspiradas en la escasez de estudios locales acerca de las representaciones de la población general sobre las políticas educativas en pandemia y comprometidas con aportar desde la investigación a la comprensión del presente, las autoras de este artículo nos propusimos analizar las representaciones de la población sobre la situación educativa y las políticas de retorno a la presencialidad durante el año 2021 en Argentina. En primer lugar, se presentan las representaciones sociales sobre el inicio de las clases presenciales y su posterior suspensión de acuerdo a la situación epidemiológica de cada jurisdicción debido al aumento de casos en el marco de la segunda ola de la pandemia. En segundo lugar, se analizan las expectativas sobre el año escolar 2021. En el marco de una investigación más abarcativa correspondiente a la convocatoria PISAC COVID-19, este trabajo se funda en la primera exploración de 47 entrevistas semiestructuradas realizadas entre abril y mayo de 2021 a habitantes de diferentes regiones del país con y sin contacto directo con el sistema educativo, en las cuales se indagaron las diversas temáticas del proyecto, entre ellas, la cuestión educativa. El análisis del artículo se centra en los posicionamientos en torno a las principales medidas asociadas al retorno a la presencialidad tomadas por los gobiernos y las expectativas sobre la vuelta a la escolaridad y el devenir del año escolar 2021. IRICE (CONICET-UNR) 2022-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1455 10.35305/revistairice.vi43.1455 Revista IRICE; Núm. 43 (2022); 31-49 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1455/2445 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1455/2447 Derechos de autor 2022 Pilar Alzina, Valeria Dabenigno, Emilia Di Piero, Ada Freytes Frey https://creativecommons.org/licenses/by-nc-sa/4.0

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