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

Abstract

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.