The school in the pandemic: reflections on schooling in dislocated times
DOI:
https://doi.org/10.5212/PraxEduc.v.15.16482.090Abstract
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.
Downloads
Downloads
Published
Issue
Section
License
Authors who publish in this journal agree with the following terms:
a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.
b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.
c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.
d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.
e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.
This work is licensed under a Creative Commons Attribution 4.0 International License.
