Education and the Covid-19 pandemic: lessons derived from practice in defense of Public Schools in the Countryside

Abstract

This article deals with the deepening of educational inequalities in rural schools after the Covid-19 pandemic, resulting in the closure of schools, downgrading of curricula and teacher training, reforms in educational policies and legislation that adjust the formation of the working class to business capitalist logic. The objective of this work is to analyze the contradictions faced by rural schools within the scope of the organization of pedagogical work, based on the attacks derived and/or deepened by the pandemic. It presents overcoming foundations based on historical-critical pedagogy and cultural-historical psychology regarding the lack of training for rural workers and confronting educational inequalities exacerbated by the pandemic. It also points out that the pandemic deepened and highlighted the roots of this process of lowering school education, especially in public schools in/from the countryside.

Keywords

• educational inequalities
• pedagogical work
• rural schools.