THE TEACHING WORK PROCESS IN DAILY SCHOOL LIFE. OLD AND NEW CHALLENGES SINCE THE PANDEMIC

Abstract

This article develops some analyses carried out within the framework of a research that aims to examine the characteristics of the teaching work process in the school environment, taking into account the teaching conditions that the daily life of primary schools in contexts of poverty goes through. We present the first findings, partial and provisional, that we were able to construct from the field work carried out in a primary school in the province of Buenos Aires, located in a neighborhood considered to be on the “periphery” of a district belonging to the third belt of the Greater Buenos Aires. We appeal to a qualitative methodological strategy that aims to reconstruct the links between social processes on a daily scale and the historical and social framework defined by the class structure of society (Batallán, 2007). At first, we focus on the particularities of the selected case. The construction of the idea of an “inclusive school” seems to constitute a turning point in the history of the institution that allows us to measure the complexity of the scenario where its daily life takes place. Secondly, we focus on the experience of the pandemic, which gave rise to the emergence of new problems and demands on teaching work, while also allowing us to experience situations in the teaching and learning process that led to the problematization of working conditions.