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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]