¿De Qué Hablamos Cuando Hablamos del Tiempo Post-Pandemia en la Educación Escolar?
Reflexiones Sobre la Plasticidad Temporal de la Educación Escolar Post-Pandemia
DOI:
https://doi.org/10.25749/sis.27403Palabras clave:
algoritmos, escuela pospandemia, tarea, accidente, plasticidadResumen
Este artículo reflexiona sobre la condición escolar pospandemia y especula las características temporales de la educación escolar a partir de un estudio escolar empírico. Al conceptualizar la pandemia como un accidente, desarrollado por Malabou (2012), y adoptar la perspectiva del paisaje temporal como un dispositivo metodológico para identificar las características de las escuelas pospandemia, este artículo reflexiona sobre un estudio etnográfico de una escuela que tiene una política “trae tu proprio dispositivo “(BYOD - (“bring your own device”). El artículo identifica tres giros para la condición escolar pospandemia, a saber, un giro hacia patrones algorítmicos (Miyazaki, 2012), infraescolarización y tareas en el aula (Alirezabeigi, 2021). Al mostrar cómo se organizan las prácticas en el aula en torno a dispositivos, estudiantes y docentes, el artículo profundiza en las reconfiguraciones espaciotemporales de las escuelas y la centralidad de las tareas para la educación pospandemia. Con base en estos giros y el concepto de plasticidad, el artículo concluye que la condición pospandémica puede describirse como una estabilidad plástica después del accidente de la pandemia.
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