The work represented of rural and urban-marginated elementary teachers during confinement by COVID-19

Abstract

The aim of this research was to analyze the representations of rural and urban-marginalized elementary school teachers about their work during the COVID-19 pandemic at the beginning of the 2020-2021. The theoretical framework that guides the study is the sociodiscursive interactionism applied to the conception of teaching work, particularly the dimensions of represented and prescribed work. Part of the method was to apply a questionnaire with open and multiple-choice items that was supplied to 24 teachers from two Mexican states: San Luis Potosí and Veracruz. The results exibit that distance learning increases educational backwardness or hinders learning. Furthermore, they allow to identify the difficulties foreseen for the new school year (Internet connection, explanation of content and communication with families) and recognize that WhatsApp became the main alternative for the development of synchronous classes, sending assignments and communication with students and their families.

Keywords

• represented work
• docents practices
• distance learning.