POLÍTICAS EDUCATIVAS Y PEDAGOGÍAS EN TIEMPOS DE PANDEMIA EN ARGENTINA: SOBRE LOS COMBATES POR LO ESCOLAR

Abstract

The Covid 19 pandemic widely disrupted all aspects of human life around the world. The schooling processes were no exception, seeing the presence of students and teachers in the classroom interrupted in an unprecedented way in most countries. Faced with this common scenario, the States adopted various educational policy measures in relation to pedagogical (dis) continuity in times of social isolation, accounting for various perspectives on caring for the population, the place that the school could and should occupy, and what inequalities had to be faced. This article aims to offer an analysis of the ways in which these issues were processed by the Argentine State and the political-pedagogical guidelines that were followed, reconstructing the educational situation prior to the pandemic that the government encounters when taking over its management, the place of the national and the federal in their definitions, the modifications to the school format proposed on the occasion of the pandemic, the ways in which the reasoning around the school continued in force in the responses constructed, and the tensions between the common and the inequalities that were deployed.