Penelope Canonico
02/18/2021 12:20 PM
Clarín.com
Society
Updated 02/18/2021 12:20 PM
You have to share. Don't be selfish
How many times did these lessons resonate within the classroom?
Until the context of health emergency and the situation of isolation due to the coronavirus led to a Copernican rethink of the forms of teaching-learning.
Remember that it cannot be lent to avoid contagion,
it will be repeated now at school.
A
paradigm shift.
Sharing
is
prohibited
is the phrase that is imposed in the back-to-school protocol.
The slogan in pandemic
contradicts years of pedagogy.
Is the concept resignified by linking it with the care of the other?
How do the boys of the initial and primary level who are incorporating behaviors related to socialization interpret it?
“Sharing does not mean just lending us a rubber, using a pencil or touching the same things.
It is part of a solidarity pedagogy that the school always fostered and is born from the symbolic embrace of the couple.
Today, it implies
caring for others and respecting health care
”, illustrate sources from the National Ministry of Education.
“We must look for other collective forms between teachers and students, within the framework of care, that allow
interaction
in a space, with materials and activities from the presence.
For example, narrating a story with intonation or doing a round,
without shaking hands
, with an object in between to respect the distance ”,
Patricia Yaqui, an inspector of Initial Level
, tells
Clarín
.
For Silvina Gvirtz, doctor in Education (UBA), researcher at Conicet and professor at the National University of San Martín, children will continue to learn with the new rules imposed by the pandemic.
“Last year, when the work with platforms like Zoom was just started, some students appeared on screen in nightwear.
The teachers explained that they had to dress appropriately, at least from the waist up, and be seated.
It is an example of
secondary
socialization learning
adapted to the new times of Covid ”, he exemplifies.
A postcard of the beginning of classes at School No. 5 in Pompeii.
Photo: Maxi Failla
“Boys
are more flexible
and trust close adults, so they adapt faster and better than us.
They even
challenge us and remind us of the care measures
.
They understand that it is not a paradigm shift forever.
At home they continue to share and learn to do it with parents and siblings.
Once the risk is over, with time, example and insistence,
we will return to the usual way
", reflects Maritchu Seitún, a graduate in psychology.
One of the issues that Marisa Russoma, a Parenting and Family specialist, observes in the office is a
lower development of social skills
as a result of prolonged quarantine and distancing.
“Resources were
paused
as there was no social meeting with peers.
Not being able to share does not imply a change in values, but others are highlighted to take care of each other ”, he argues.
Paradigm shift and subjectivity
According to data from the Argentine Society of Pediatrics (UNICEF and UNESCO), the most common conditions were the
psychological and emotional damage that confinement implied
, the emergence of fears of leaving their homes, regression, depression in a context of significant drop in learning levels and the increase in inequality.
In this context, Manuel Álvarez Trongé, President Educar 2050, argues that the extension of the closure of schools produced a series of damages to minors.
“There is a change in teaching and learning that children have already perceived during 2020, but have not come to fully understand it.
Managing the risk of illnesses and deaths produces decisions that are not consistent with the pedagogical principles of normality (such as sharing, so relevant for the initial level and the first years of Primary), but the effects
must be noticed and explained by teachers
, directors and parents in an extraordinary way to cushion the impact ”, he says.
Admission of students to the Córdoba Province school.
Photo: Luciano Thieberger.
Along the same lines, Russoma considers: “Adaptation is
not going to be a difficulty
.
There may be disappointment if the families do not work with the children in telling them the differences they will encounter: the teachers will
not hug them
, all the classmates may not be there, they may be in the playground and not in the classroom.
It is about preventing frustration so that they can enjoy the new modality ”.
“Each boy has his own perception according to the experiences he had in relation to isolation.
The wealth is that they can put into words what they felt, ”adds Yaqui.
Juan Llach, professor at the IAE and the Faculty of Business Sciences, Austral University and former Minister of Education, underlines: “Presence in a pandemic has some costs, but lower than those incurred with the almost total suspension of attendance to classrooms during 2020. I do not see that the pedagogical damage of distancing is so high.
It is
a challenge to the imagination of teachers and students
”.
Even Gvirtz indicates: “Children come to school accustomed to sharing within the family, where closeness and hugs are common.
Modifying these behaviors
is complex and requires external help
, good signage, attentive adults and small groups ”.
For his part, Maritchu points out: “When the protocols are finished,
it will be difficult
for the little ones
to get out of the normal egocentricity of the first years
.
The older ones, who enjoyed sharing, will do it again when they can, perhaps with some reminder.
But I am concerned that adults are "set" in not doing it, be it out of habit or fear, and not help our children to
return to the old practices
when that is feasible. "
How do they adapt to school in times of Covid?
“I believe that the same students will find new ways of socialization.
Properly motivated by their teachers, they will suggest educational activities to replace those that cannot be done in accordance with "protocol".
There will be a lot of trial and error.
But it is a great opportunity to experience innovations and creativity in the ways of teaching and learning in the classroom.
The challenge is to
strengthen the subjectivity of the boys
”, develops Llach.
The line to enter the Escuela Granaderos de San Martín.
Photo: Guillermo Rodríguez Adami
“The school is defined by being a space for the construction of citizenship in which you learn with others.
In times of pandemic, it has taught us that to think of solidarity as a pedagogical imperative is to
take care of the needs of the other
”, highlights Gabriel Brener, graduate in Education Sciences and Specialist in Management and Conduct of the Educational System.
While Yaqui adds: "The children are going to guide the teacher about the activities that can be carried out because they know how to take care of the attendance at various places."
Álvarez Trongé emphasizes that children will learn to socialize in person in
an easier way than without it
.
“Although limited in terms of its possibilities and the frustration that for many it can come from
not hugging or pulling toys
, going to the garden or school in times of Covid opens the mental windows of minors to amazement and curiosity.
His interest is the basis of adaptation. "
Maritchu adds: “The protocols put some questions of
physical proximity on hold
.
Anyway, the boys are going to enjoy the encounters with each other because they allow them to stimulate, learn and elaborate on different situations ”.
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