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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]