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This paper analyzes the Argentinian technical school, from one of its training devices for work: the professionalizing practices and their reconfiguration during pandemic. Its aim is to understand the meanings of the world of work that these practices promote from the analysis of interviews made to jurisdictional directors from two provinces of the Argentine Republic, and from school regulations produced during pandemic. A predominance of simulation and project design as didactic proposals is evident, the theory-practice relationship is discussed, and diverse worlds of work are enabled in relation to the articulations of the actors' interactions being promoted. [ABSTRACT FROM AUTHOR]

The research covered several dimensions related to the transformations in daily and school life, produced by the measures of isolation and preventive and compulsory social distancing. In this paper, we will focus on those repercussions linked to the subjective from the perspective of adults when they talk about their children. In this sense, we share interpretations from a virtual survey carried out by 1280 families from different parts of the national territory, administered in the middle of 2021. At the same time, descriptive references to schooling in households are offered and relationships are articulated to work on the psychosocial effects that the emergency measures imposed, modifying family, school, social, and labour daily life. The qualitative analysis of the open-ended responses is made from a sociopsychogenetic perspective, allowing articulation of subjective, social, and cognitive aspects interpreted from a historical and relational perspective. [ABSTRACT FROM AUTHOR]

In this paper we present our reflections from the development of a postgraduate course on teaching practices at the university, in which the contributions of the attending teachers evidenced the essential articulation of didactics with other fields of knowledge, in order to understand the problems that teaching raises in the present. Issues such as the relationship of teaching with technology, with the ways of learning of young people, affectivity as a component of teaching, attention to diversity and the working conditions of teachers are presented as topics recurring, which although they are not new, have acquired other connotations that make them more complex. This made us think in the sense of considering a "didactics from or towards the edges", focusing on the contributions of those other fields to this discipline that offer greater richness to the analysis of teaching. [ABSTRACT FROM AUTHOR]

This paper states results from a research project focused on the analysis of school trajectories and access to Secondary School by youngsters from low income sectors of the city of Cordoba. Understanding that analysis and assessment of educational accessibility guidelines during pandemic must take especially into account the views, experiences and meanings of its target population, we analyze a set of interviews conducted at a secondary school during May 2021. Our findings indicate the relevance of school agents and their key role in sustaining their schooling. However, we also address some minor statements that take a critical stance towards the quality of learning processes and strategies implemented, providing significant elements to reflect about educational continuity during pandemic within a fragmented school system. [ABSTRACT FROM AUTHOR]