The school in the pandemic: reflections on schooling in dislocated times
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | por spa |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/16482 |
Resumo: | The pandemic has changed the “domiciliation” of schooling, bringing it into the domestic space. This article questions the effects of the “domestization” of schools, particularly when it is considered at its intersection with pre-existing inequalities and with available technologies and pedagogies. The central argument is that, contrary to what the technophilic arguments state, these changes introduce numerous tensions that are difficult to resolve, and show the relevance of the material and symbolic structure of the school to produce an other space that gives rise to a progressive intellectual and affective autonomy. It is also argued that the classroom is a particular socio-technical environment that enables ways of working with knowledge while organizing bodies and times in activities that should pose intellectual challenges; this is misaligned in the improvised educational arrangements in the emergency, which show a shift in emphasis and hierarchies of the school work. In the final part, keys are outlined to discuss some of the lessons learned from these dislocated times. Keywords: Pandemic. Schools. Classrooms. Socio-technical environment. Inequalities. |
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The school in the pandemic: reflections on schooling in dislocated timesLa escuela en la pandemia. Reflexiones sobre lo escolar en tiempos dislocadosLa escuela en la pandemia. Reflexiones sobre lo escolar en tiempos dislocadosThe pandemic has changed the “domiciliation” of schooling, bringing it into the domestic space. This article questions the effects of the “domestization” of schools, particularly when it is considered at its intersection with pre-existing inequalities and with available technologies and pedagogies. The central argument is that, contrary to what the technophilic arguments state, these changes introduce numerous tensions that are difficult to resolve, and show the relevance of the material and symbolic structure of the school to produce an other space that gives rise to a progressive intellectual and affective autonomy. It is also argued that the classroom is a particular socio-technical environment that enables ways of working with knowledge while organizing bodies and times in activities that should pose intellectual challenges; this is misaligned in the improvised educational arrangements in the emergency, which show a shift in emphasis and hierarchies of the school work. In the final part, keys are outlined to discuss some of the lessons learned from these dislocated times. Keywords: Pandemic. Schools. Classrooms. Socio-technical environment. Inequalities.La pandemia ha cambiado la “domiciliación” de lo escolar, trasladándola hacia el espacio doméstico. Este artículo se pregunta por los efectos de esta domestización de las escuelas, particularmente cuando se la considera en su intersección con las desigualdades preexistentes y con las tecnologías y las pedagogías disponibles. El argumento central es que, de manera contraria a lo que sostienen los argumentos tecnofílicos, estos cambios introducen numerosas tensiones difíciles de resolver, y permiten ver la relevancia de la estructura material y simbólica de la escuela para producir un espacio otro que haga lugar a una autonomía intelectual y afectiva progresiva. También se presenta la idea de que la clase es un entorno socio-técnico particular que habilita formas de trabajo con los saberes, a la par que organiza a los cuerpos y los tiempos en actividades que deberían proponer desafíos intelectuales; esto está desacomodado en los arreglos educativos improvisados en la emergencia, que muestran un desplazamiento de los énfasis y jerarquías del trabajo escolar. En la parte final, se esbozan claves para debatir algunos de los aprendizajes de estos tiempos dislocados. Palabras clave: Pandemia. Escuelas. Clases. Entorno-socio técnico. Desigualdades.La pandemia ha cambiado la “domiciliación” de lo escolar, trasladándola hacia el espacio doméstico. Este artículo se pregunta por los efectos de esta domestización de las escuelas, particularmente cuando se la considera en su intersección con las desigualdades preexistentes y con las tecnologías y las pedagogías disponibles. El argumento central es que, de manera contraria a lo que sostienen los argumentos tecnofílicos, estos cambios introducen numerosas tensiones difíciles de resolver, y permiten ver la relevancia de la estructura material y simbólica de la escuela para producir un espacio otro que haga lugar a una autonomía intelectual y afectiva progresiva. También se presenta la idea de que la clase es un entorno socio-técnico particular que habilita formas de trabajo con los saberes, a la par que organiza a los cuerpos y los tiempos en actividades que deberían proponer desafíos intelectuales; esto está desacomodado en los arreglos educativos improvisados en la emergencia, que muestran un desplazamiento de los énfasis y jerarquías del trabajo escolar. En la parte final, se esbozan claves para debatir algunos de los aprendizajes de estos tiempos dislocados. Palabras clave: Pandemia. Escuelas. Clases. Entorno-socio técnico. Desigualdades.Universidade Estadual de Ponta Grossa2020-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1648210.5212/PraxEduc.v.15.16482.090Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-16Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-16Práxis Educativa; V. 15 (2020): Publicação contínua; 1-16Práxis Educativa; v. 15 (2020): Publicação contínua; 1-161809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporspahttps://revistas.uepg.br/index.php/praxiseducativa/article/view/16482/209209213513https://revistas.uepg.br/index.php/praxiseducativa/article/view/16482/209209214291Copyright (c) 2020 Práxis Educativainfo:eu-repo/semantics/openAccessDussel , Inés 2021-05-26T22:15:57Zoai:uepg.br:article/16482Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2021-05-26T22:15:57Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
The school in the pandemic: reflections on schooling in dislocated times La escuela en la pandemia. Reflexiones sobre lo escolar en tiempos dislocados La escuela en la pandemia. Reflexiones sobre lo escolar en tiempos dislocados |
title |
The school in the pandemic: reflections on schooling in dislocated times |
spellingShingle |
The school in the pandemic: reflections on schooling in dislocated times Dussel , Inés |
title_short |
The school in the pandemic: reflections on schooling in dislocated times |
title_full |
The school in the pandemic: reflections on schooling in dislocated times |
title_fullStr |
The school in the pandemic: reflections on schooling in dislocated times |
title_full_unstemmed |
The school in the pandemic: reflections on schooling in dislocated times |
title_sort |
The school in the pandemic: reflections on schooling in dislocated times |
author |
Dussel , Inés |
author_facet |
Dussel , Inés |
author_role |
author |
dc.contributor.author.fl_str_mv |
Dussel , Inés |
description |
The pandemic has changed the “domiciliation” of schooling, bringing it into the domestic space. This article questions the effects of the “domestization” of schools, particularly when it is considered at its intersection with pre-existing inequalities and with available technologies and pedagogies. The central argument is that, contrary to what the technophilic arguments state, these changes introduce numerous tensions that are difficult to resolve, and show the relevance of the material and symbolic structure of the school to produce an other space that gives rise to a progressive intellectual and affective autonomy. It is also argued that the classroom is a particular socio-technical environment that enables ways of working with knowledge while organizing bodies and times in activities that should pose intellectual challenges; this is misaligned in the improvised educational arrangements in the emergency, which show a shift in emphasis and hierarchies of the school work. In the final part, keys are outlined to discuss some of the lessons learned from these dislocated times. Keywords: Pandemic. Schools. Classrooms. Socio-technical environment. Inequalities. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-08-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/16482 10.5212/PraxEduc.v.15.16482.090 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/16482 |
identifier_str_mv |
10.5212/PraxEduc.v.15.16482.090 |
dc.language.iso.fl_str_mv |
por spa |
language |
por spa |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/16482/209209213513 https://revistas.uepg.br/index.php/praxiseducativa/article/view/16482/209209214291 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Práxis Educativa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Práxis Educativa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-16 Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-16 Práxis Educativa; V. 15 (2020): Publicação contínua; 1-16 Práxis Educativa; v. 15 (2020): Publicação contínua; 1-16 1809-4309 1809-4031 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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