Doctora en Ciencias Sociales por la Universidad de Buenos Aires (UBA), Argentina e Investigadora Adjunta del Consejo Nacional de Investigaciones Científicas y Técnicas/CONICET con sede en la Escuela Interdisciplinaria de Altos Estudios Sociales de la Universidad Nacional de San Martín (UNSAM), Buenos Aires, Argentina. Es Magíster en Sociología de la Cultura (UNSAM) y Licenciada en Sociología (UBA).
Carolina Duek
Doctora en Ciencias Sociales por la Universidad de Buenos Aires (UBA), Argentina e Investigadora Independiente del Consejo Nacional de Investigaciones Científicas y Técnicas/CONICET con sede en el Instituto de Investigaciones Gino Germani, Buenos Aires, Argentina. Es Magíster en Comunicación y Cultura (UBA) y Licenciada en Ciencias de la Comunicación. Es profesora de la Facultad de Ciencias Sociales (UBA).
In this work, we propose to characterize the forms that education assumed in Argentina during the pandemic in order to explore the alternatives and forms in which the teachers were linked with their students, from the perspective of the families. The hypothesis that organizes this work is that the experiences of virtual education during the pandemic reproduce and aggravate the pre-existing inequalities regarding the monitoring, care, organization and adaptation of schools to virtual education. For this research, we conducted twenty semi-structured interviews with parents of boys and girls between the ages of six and nine, whose children attend public and private schools in the Metropolitan Area of Buenos Aires. We inquired about their perceptions on virtual education during the pandemic and the forms of accompaniment sustained by parents, as well as the difficulties of this process
