TRABAJO DOCENTE, DESIGUALDADES Y POLÍTICAS PÚBICAS FRENTE A LA PANDEMIA COVID-19: EL CASO ARGENTINO

Abstract

This article presents an analysis of the pedagogic continuity policies in Argentina. Gives account of how old inequities articulated, related to territory's heterogeneity, gender asymmetries and the particular structure of the teaching job at the secondary level, within the pedagogic continuity in the context of the Covid-19 Pandemic. It focuses on the scopes of the public management of the pandemic to attend to the multidimensionality of those inequities, the emergent dynamics of the context of exception itself as well as the actors affected and implicated by these policies.

The writing bases its reflections on the results of a study on the conditions and conditioning factors of pedagogical continuity in Buenos Aires Province, Argentina. We focused on the secondary level due to the broad political consensus regarding the need to transform the structure of the teaching job, a debate that was reactivated in the context of the pandemic facing its intensification. To study territorial inequities, the research classified the heterogeneous Buenos Aires territory into 4 groups according to their level of vulnerability and applied surveys to teachers and carried out interviews with teachers and preceptors and focus groups.