ABSTRACT
This paper analyzes the relationship between the structural inequalities that Argentina presents in relation to access to information and communication technologies and their respective impact on the levels of compulsory education, and how the COVID-19 pandemic in this state of affairs deepened the educational inequities among students who had access to a device and the Internet for those who did not have one or had limited use. In this regard, the COVID-19 in Argentina has exposed, if previously unclear, situations of structural vulnerability, which have deeply impacted the national education system, calling into question the pedagogical continuity of students in unfavorable conditions during the time of the pandemic. These territorial inequalities have been consolidated since the beginning of the formation of the Argentine Nation-State and have persisted over time, and the digital gap that currently exists corresponds directly to other socio-economic and geographical gaps. This context of pandemic has made them even more visible, compromising the pedagogical continuity that must be guaranteed to all students during the time that this situation is maintained. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
ABSTRACT
This paper presents the results of an inquiry made to teachers of primary schools located in the rural area of Maipu, province of Buenos Aires, Argentina, about the teaching and communication proposals that they have implemented to attend to the pedagogical continuity in this current context of social, preventive and compulsory isolation (ASPO), implemented since mid-March 2020. In order to guarantee the educational trajectories of the students, the government of the Province of Buenos launched a program of pedagogical continuity, with the aim of that students from their homes and with the accompaniment of their teachers, continue with the educational process. Teachers in rural schools have a long history in developing a particular dynamic that has allowed them to face this scenario more quickly, thanks to the experience acquired in working with students and their families, where they are already part from school, with long periods of absence. However, in these spaces there are very heterogeneous situations because not all families have the time or the necessary skills to be able to accompany the pedagogical continuity. Sustaining distance education becomes difficult due to the lack of mobile devices and / or little or no Internet signal.