Transformations in everyday life in times of pandemic from the perspective of the families

Abstract

The purpose of this work is to identify aspects of daily life and schooling that were substantially modified for children and adolescents, and whose occurrence was acknowledged by the adults with whom those children and adolescents live. Two questions guide the exploratory research: how have the transformations been in the day-to-day life of family homes since the beginning of the pandemic, and what have its psychosocial repercussions on children and adolescents been? How has schooling changed and how have families assumed this change? This investigation shares the first interpretations of a virtual survey conducted on 1280 families from different parts of the national territory. Descriptive references are offered to identify aspects related to life and schooling at home, technological devices, internet access, the provision of rooms and times for study, as well as parental accompaniment from 2020 until September 2021. Furthermore, the qualitative analysis of open responses from a socio-psychogenetic perspective allowed us to articulate subjective, social, and cognitive aspects that were interpreted from a historical and relational perspective. Both objective conditions -like actual opportunities of shared time in families- and social and pathemic aspects are elaborated in an unusual context that altered practices and affected multiple facets of life, such as home, work, and school.