Returning to school: teachers concerns

Abstract

This article intends to share and communicate the experience od virtual conversations of four teachers from Cordoba, dated between April and July of 2021 in which the return of classes under a dual modality urged for a structure that would allow to again inhabit scholarship, its places, schedules, interactions and new sanitary regulations. It was an experience of conversation through a virtual platform, to accompany the return of classes, in the mobilizations and unrest that it generated. We wondered, ¿what school we were going back to? Did we want to go back to doing things the same way we did them before? And what didn’t we want to go back to? These were questions that encouraged us to think the current school reality of the pandemic and our teaching methods in terms of continuities and discontinuities, returns and farewells. In this sense, it became a device for interlocution and dialogue, convergences and encounters, of a provisional nature whose features and some of the contents produced are displayed in this paper. One of its characteristics was to become a space produced and sustained independently from the institutions of labor and professional belonging, not as a strategy to escape from certain regulations, but as a necessary instance to produce a type of analytical distancing and bond with respecting institutional scenarios that at times become unstable.