La escuela en la pandemia. Reflexiones sobre lo escolar en tiempos dislocados

Abstract

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.