Pedagogical tools of alternation and sustaining schooling in Covid-19 times

Abstract

The measure of school closures in the context of the pandemic caused by the SARS COV2 virus did not take into account the diversity of socioeconomic and geographic situations of families living in rural areas. Most of these families do not have a stable and quality Internet connection as a resource for continuing their children´s schooling through virtuality. The objective to this article is to demonstrate that, despite the difficulties mentioned above, the pedagogical tools of alternation have allowed to support the pedagogical continuity of the students, since there was a previous experience linked to self-management and accompaniment of the families. Methodologically, we analyzed the results of a survey applied to rural alternation schools in the province of Buenos Aires to learn about what happened during the pandemic. We complemented this analysis with the coding of interviews conducted with actors linked to these schools. We conclude that it is important to consider self-management and accompaniment of families not only as a circumstantial solution for a specific moment but as part of an educational and political project for rural communities.

Keywords

• schools of alternation
• covid-19
• pedagogical tools
• self-management
• accompaniment of the families.