Abstract

REYES, Victoria Díaz; LERETE, Juan Pablo García  and  ALEN, Felipe Stevenazzi. TENSIONS AND CHALLENGES OF A URUGUAYAN PUBLIC SCHOOL IN A PANDEMIC SITUATION a quest to alter “monochrony” and diversify school trajectories. Revista Teias [online]. 2021, vol.22, n.65, pp.489-504.  Epub Dec 26, 2019. ISSN 1982-0305.  https://doi.org/10.12957/teias.%y.55788.

The article analyzes a pedagogical experience in a Uruguayan public school from 2018 until now. The purpose try to identify how one of the dimensions of the school form is altered in the practice carried out by these teachers as conceived by Lahire, Vincent, Thin (2001), and which consists of what Terigi (2011) called as «Monochrony». In this educational proposal we see how the different rhythms and children's learning processes are put at the center of the analysis, taking into consideration their different school trajectories and we see how all these issues were increased with the current pandemic and the uncertainty that it brings. The pedagogical proposal that is generated in this school, breaks in a certain way, with the school grades through internal mobilizations, and shows us a school that question what is inherited, that take into account other spaces and times and generate different educational trajectories.

Keywords : school form; trajectories school; alterations.

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