Contexts, innovations and temporalities. Teaching practices in a pandemic

Abstract

In March 2020, the Covid-19 pandemic forced the implementation of a Preventive and Mandatory Social Isolation in Argentina to prevent the collapse of the health system. This measure had a significant impact on social life, which led to the reformulation of daily activities. The present study aims at analyzingthe practices conducted by educational institutions in districts within the Buenos Aires Metropolitan Area, during the 2020 school year, to ensure pedagogical continuity, which included distance education practices. The study used theoretical tools such as appropriations, socio-technical networks, technicalities, and technological innovations, among others. The information was collected through ethnographic interviews with educational agents, school plans, and the observation of teaching materials. The analysis focused on the teaching work, knowledge and experiences, and face-to-face/virtual lessons. The study aimed atinvestigatingthe continuities and innovations that teachers made to guaranteethe school year, and it identified the different contexts of teaching practices, the innovations implemented, and the temporalities experienced. Additionally, the study proposes an analysis of the technicalities and innovations developed in institutional educational contexts.