Storyboard of schooling in times of pandemic: effects and regulations on remote pedagogical work

The COVID-19 pandemic disrupted the preview of the actions of pedagogical work both at the level of official agencies and, especially, of schools and teachers. The school and the domestic times exploded and overlapped, dismantling the initial storyboard. The pandemic and the compulsive virtualizatio...

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Autor principal: Villagran, Carla Andrea
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2022
Materias:
secondary education
virtualization
discomfort
intensification
subjectivities
educación secundaria
virtualización
malestar
intensificación
subjetividades
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1381
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-1381
record_format ojs
spelling I15-R240-article-13812023-08-03T15:31:37Z Storyboard of schooling in times of pandemic: effects and regulations on remote pedagogical work Storyboard de la escolaridad en tiempos de pandemia: efectos y regulaciones en el trabajo pedagógico remoto Villagran, Carla Andrea secondary education virtualization discomfort intensification subjectivities educación secundaria virtualización malestar intensificación subjetividades The COVID-19 pandemic disrupted the preview of the actions of pedagogical work both at the level of official agencies and, especially, of schools and teachers. The school and the domestic times exploded and overlapped, dismantling the initial storyboard. The pandemic and the compulsive virtualization of teaching and learning produce other forms of regulation of school times and spaces and remote pedagogical work with great emphasis on control and experimentation. This article presents research results on the effects of the pandemic on schooling and, specifically, on the pedagogical work and the subjectivities of teachers. As Deleuze (2015) states, subjectivities are memory and they are not univocal but rather occur in multiple individual, collective and institutional instances. We recover a descriptive level, from the perspective of institutions and teachers, about how they experienced the shock of the pandemic (Grinberg, Verón, & Bussi, 2020) and the virtualization of teaching. We propose then, to outline a storyboard of schooling that continually struggles with the tyranny of overlapping times and the uncertainty of a global pandemic. One of the few certainties in these fateful times is that —once again— the school responds to this situation, sustains itself and protects social bonds. La pandemia por COVID-19 irrumpió la previsualización de las acciones propias del trabajo pedagógico tanto a nivel de las agencias oficiales como, especialmente, de las escuelas y elprofesorado. Los tiempos escolares y domésticos se vieron “estallados” y superpuestos, desarmando el storyboard inicial. La pandemia y la virtualización compulsiva de la enseñanza y el aprendizaje producen otras formas de regulación de los tiempos y espacios escolares y del trabajo pedagógico remoto con gran acento en el control y la experimentación.Este artículo presenta resultados de investigación en torno a los efectos de la pandemia en la escolaridad y, específicamente, en el trabajo pedagógico y las subjetividades del profesorado. Tal como Deleuze (2015) señala, las subjetividades son memoria y no son unívocas sino que se producen en múltiples instancias individuales, colectivas e institucionales. En este sentido, nos interesa recuperar un nivel descriptivo, desde la perspectiva de las instituciones y del profesorado, acerca de cómo vivieron el shock de la pandemia (Grinberg, Verón, & Bussi, 2020) y la virtualización de la enseñanza. Proponemos entonces, bosquejar un storyboard de la escolaridad que continuamente lucha con la tiranía de los tiempos superpuestos y la incertidumbre de una pandemia a nivel global. Una de las pocas certezas en estos tiempos aciagos es que —una vez más— la escuela responde, se sostiene y resguarda el lazo social. IRICE (CONICET-UNR) 2022-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1381 10.35305/revistairice.vi42.1381 Revista IRICE; Núm. 42 (2022); 11-38 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1381/2394 Derechos de autor 2022 Carla Andrea Villagran https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
topic secondary education
virtualization
discomfort
intensification
subjectivities
educación secundaria
virtualización
malestar
intensificación
subjetividades
spellingShingle secondary education
virtualization
discomfort
intensification
subjectivities
educación secundaria
virtualización
malestar
intensificación
subjetividades
Villagran, Carla Andrea
Storyboard of schooling in times of pandemic: effects and regulations on remote pedagogical work
topic_facet secondary education
virtualization
discomfort
intensification
subjectivities
educación secundaria
virtualización
malestar
intensificación
subjetividades
author Villagran, Carla Andrea
author_facet Villagran, Carla Andrea
author_sort Villagran, Carla Andrea
title Storyboard of schooling in times of pandemic: effects and regulations on remote pedagogical work
title_short Storyboard of schooling in times of pandemic: effects and regulations on remote pedagogical work
title_full Storyboard of schooling in times of pandemic: effects and regulations on remote pedagogical work
title_fullStr Storyboard of schooling in times of pandemic: effects and regulations on remote pedagogical work
title_full_unstemmed Storyboard of schooling in times of pandemic: effects and regulations on remote pedagogical work
title_sort storyboard of schooling in times of pandemic: effects and regulations on remote pedagogical work
description The COVID-19 pandemic disrupted the preview of the actions of pedagogical work both at the level of official agencies and, especially, of schools and teachers. The school and the domestic times exploded and overlapped, dismantling the initial storyboard. The pandemic and the compulsive virtualization of teaching and learning produce other forms of regulation of school times and spaces and remote pedagogical work with great emphasis on control and experimentation. This article presents research results on the effects of the pandemic on schooling and, specifically, on the pedagogical work and the subjectivities of teachers. As Deleuze (2015) states, subjectivities are memory and they are not univocal but rather occur in multiple individual, collective and institutional instances. We recover a descriptive level, from the perspective of institutions and teachers, about how they experienced the shock of the pandemic (Grinberg, Verón, & Bussi, 2020) and the virtualization of teaching. We propose then, to outline a storyboard of schooling that continually struggles with the tyranny of overlapping times and the uncertainty of a global pandemic. One of the few certainties in these fateful times is that —once again— the school responds to this situation, sustains itself and protects social bonds.
publisher IRICE (CONICET-UNR)
publishDate 2022
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1381
work_keys_str_mv AT villagrancarlaandrea storyboardofschoolingintimesofpandemiceffectsandregulationsonremotepedagogicalwork
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first_indexed 2023-06-26T22:56:21Z
last_indexed 2024-08-12T21:37:28Z
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