Teaching, inequalities and reconfiguration of teaching work in secondary schools during the pandemic
This article presents the results of a qualitative research that addresses the reconfiguration of teaching and teaching work at secondary schools in a region of the province of Buenos Aires after the interruption of in-person classes during the pandemic and as a consequence of pedagogical...
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| Formato: | Artículo revista |
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Universidad Nacional del Litoral
2021
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10732 |
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Universidad Nacional del Litoral |
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Publicaciones periódicas |
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spa |
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Artículo revista |
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This article presents the results of a qualitative research that addresses the reconfiguration of teaching and teaching work at secondary schools in a region of the province of Buenos Aires after the interruption of in-person classes during the pandemic and as a consequence of pedagogical continuity policies. The way in which the pandemic revealed the mechanisms of social differentiation is analyzed considering its effects on the deepening of educational inequalities. By means of group interviews, this research collected the decisions of head teachers and teachers of secondary schools to preserve pedagogical links in a scenario that interrupts ‘doing in-person school’. These decisions account for a process of a particular appropriation of policies in each school under unequal symbolic and material realities. Appropriations are conditioned by the grammar of schooling, the organizational model, and the historical configuration of teaching work (the structure of the job, the available teaching knowledge) at secondary school. The change in schooling conditions –given the switch from in-person teaching to different forms of non-face-to-face teaching– tensed and altered dispositions and knowledge, thus exposing new inequalities. |
| author |
Arroyo, Mariela Corvalán , Tatiana Felicioni , Silvina Leonor Merodo , Alicia |
| spellingShingle |
Arroyo, Mariela Corvalán , Tatiana Felicioni , Silvina Leonor Merodo , Alicia Teaching, inequalities and reconfiguration of teaching work in secondary schools during the pandemic |
| author_facet |
Arroyo, Mariela Corvalán , Tatiana Felicioni , Silvina Leonor Merodo , Alicia |
| author_sort |
Arroyo, Mariela |
| title |
Teaching, inequalities and reconfiguration of teaching work in secondary schools during the pandemic |
| title_short |
Teaching, inequalities and reconfiguration of teaching work in secondary schools during the pandemic |
| title_full |
Teaching, inequalities and reconfiguration of teaching work in secondary schools during the pandemic |
| title_fullStr |
Teaching, inequalities and reconfiguration of teaching work in secondary schools during the pandemic |
| title_full_unstemmed |
Teaching, inequalities and reconfiguration of teaching work in secondary schools during the pandemic |
| title_sort |
teaching, inequalities and reconfiguration of teaching work in secondary schools during the pandemic |
| publisher |
Universidad Nacional del Litoral |
| publishDate |
2021 |
| url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10732 |
| _version_ |
1719050409318809600 |
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oai:bibliotecavirtual.unl.edu.ar:article-107322021-12-10T15:57:53Z Teaching, inequalities and reconfiguration of teaching work in secondary schools during the pandemic Enseñanza, desigualdades y reconfiguración del trabajo docente en escuelas secundarias durante la pandemia Arroyo, Mariela Corvalán , Tatiana Felicioni , Silvina Leonor Merodo , Alicia This article presents the results of a qualitative research that addresses the reconfiguration of teaching and teaching work at secondary schools in a region of the province of Buenos Aires after the interruption of in-person classes during the pandemic and as a consequence of pedagogical continuity policies. The way in which the pandemic revealed the mechanisms of social differentiation is analyzed considering its effects on the deepening of educational inequalities. By means of group interviews, this research collected the decisions of head teachers and teachers of secondary schools to preserve pedagogical links in a scenario that interrupts ‘doing in-person school’. These decisions account for a process of a particular appropriation of policies in each school under unequal symbolic and material realities. Appropriations are conditioned by the grammar of schooling, the organizational model, and the historical configuration of teaching work (the structure of the job, the available teaching knowledge) at secondary school. The change in schooling conditions –given the switch from in-person teaching to different forms of non-face-to-face teaching– tensed and altered dispositions and knowledge, thus exposing new inequalities. Este artículo presenta los resultados preliminares de una investigación cualitativa que aborda la reconfiguración de la enseñanza y del trabajo docente en escuelas secundarias de la Región Educativa IX de la provincia de Buenos Aires, en el contexto de interrupción de las clases presenciales en el marco de la pandemia y la consecuente política de continuidad pedagógica. Se analiza cómo la pandemia dejó en evidencia los mecanismos de diferenciación social y sus efectos en la profundización de las desigualdades educativas. A través de entrevistas grupales se relevaron las decisiones que tomaron inspectores, directivos y docentes de escuelas secundarias, para sostener el vínculo pedagógico en un escenario que interrumpe el «hacer escuela en presencia». Estas decisiones dan cuenta del proceso de reapropiación de la política en las escuelas bajo realidades simbólicas y materiales desiguales. Las reapropiaciones están condicionadas por la gramática de la escolaridad, el modelo organizacional y la configuración histórica del trabajo docente en la escuela secundaria (la estructura del puesto de trabajo, los saberes docentes disponibles). El cambio de las condiciones de escolarización, dado el pasaje de la enseñanza presencial a distintas formas de enseñanza no presencial, tensionaron y alteraron disposiciones y saberes poniendo al descubierto nuevas desigualdades Universidad Nacional del Litoral 2021-10-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artículo Articulo info:ar-repo/semantics/artículo Artículos de investigación evaluados por doble ciego Research articles evaluated by double blind application/pdf text/html text/xml application/zip https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10732 10.14409/ie.2021.14.e0003 Itinerarios Educativos; Núm. 14 (2021): Itinerarios Educativos; e0003 Itinerarios Educativos; No 14 (2021): Itinerarios Educativos; e0003 Itinerarios Educativos; n. 14 (2021): Itinerarios Educativos; e0003 2362-5554 1850-3853 10.14409/ie.2021.14 spa info:eu-repo/grantAgreement/EC/FP7/ https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10732/14261 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10732/14262 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10732/14263 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10732/14264 info:eu-repo/semantics/openAccess Derechos de autor 2021 Itinerarios Educativos |
| score |
11.8626 |