Everyday time and space. An analysis of school processes in pandemic contexts (2020-2021)

Abstract

This article analyzes the transformations that the pandemic has generated in the school everyday life during the periods 2020 and 2021, focusing on everyday time and space. It seeks to describe and contrast its reconfigurations, not only at the level of official regulations but also in relation to the concrete conditions of existence of schools and the particular subjects involved in such processes. We propose that although the pandemic context has transformed everyday school time and space in multiple senses, these are aspects of social reality that are in permanent change. What varies according to historical periods is the pace at which some changes are presented to us. Such advances are the result of an ongoing socioanthropological research, initiated in 2016, focused on the analysis of teaching work in public elementary schools inserted in contexts of poverty in the city of Rosario. This study is carried out from a relational theoretical-methodological approach and based on an intensive and long-term ethnographic work that combines several research strategies: in-depth interviews with teachers and management teams, school observations as well as a co-research modality called Educators Workshop.