Pandemic and forced virtuality in adult school. Reflections, contributions and educational experiences from C.E.N.S No. 1

Abstract

As a consequence of the abrupt suspension of face-to-face education, which occurred within the context of the “preventive and compulsory social isolation [PCSI]” measures decided to contain the spread of the viral disease, various strategies were deployed to give continuity to formal education, acquiring preeminence, within them, the virtual teaching modality. Considering this, we propose to characterize the development of educational continuity from the establishment of the new form of virtual education in schools C.E.N.S No. 1 of Santiago del Estero, taking into account the unique social and economic conditions that defines the students of these institutions. To address this objective, in addition to the exploration of the relevant conceptual theoretical development, we analyze an empirical material collected through field work consisting of students and teachers surveys and interviews with the authorities of the referred school C.E.N.S. The study allows us to know that the virtual modality operates as one more conditioning for this group of students, manifested in the low participation of students.