Enseñanza y continuidad pedagógica en la Escuela Secundaria Rionegrina

Abstract

The aim of this research is to conduct a partial analysis of teaching practices in public schools in San Carlos de Bariloche, Río Negro, Argentina, in the context of the educational policies set by Rio Negro Secondary School (Escuela Secundaria Rionegrina-ESRN). After face-to-face class suspension and the pedagogical continuity imposed in 2020 by COVID-19 pandemic, affected in many cases by low levels of connectivity, we attempt to know the teaching practices from its actors’ perspective, so in-depth (remote) interviews were carried out, to several institutional actors (supervisor, directives and teacher). The analysis reveals the difficulties faced by technological mediation and the relevance multi and interdisciplinary work gained for Rio Negro secondary school actors. The case of the Language and Literature Education area is detailed, in order to observe tensions in daily practices in a specific class. We consider that a year working in this remote learning conditions needs to be analyzed because of its implication in the disarray in daily teaching practices and in educational institutions, and because of the incidence in the pedagogical continuity in schools, which will necessarily leave its traces.