Resumen

ELISONDO, Romina Cecilia; MELGAR, María Fernanda; CHESTA, Rosana Cecilia  y  SIRACUSA, Marcela. Creative practices in unequal educational contexts. A study with Argentinian teachers in times of COVID-19. Diálogos sobre educ. Temas actuales en investig. educ. [online]. 2021, vol.12, n.22, 00010.  Epub 06-Dic-2021. ISSN 2007-2171.  https://doi.org/10.32870/dse.v0i22.873.

We present an exploratory study carried out for the purpose of analyzing creative teaching practices developed during social isolation due to COVID-19. We are interested in recovering the voices of teachers and professors, and analyzing the meanings constructed around the changes emerging from the pandemic. The study was carried out in Argentina between March 27 and April 15 2020, within the framework of Argentina’s Compulsory and Preventive Social Isolation. The sample was comprised of 140 teachers who live in the Department of Río Cuarto (Córdoba) and work in different levels and modalities of the educational system. Participants answered an online questionnaire with open-ended questions. The data was analyzed with the ATLAS program. Ti8. We built four analytical categories: Creativity to continue educating, Actively engaging in it, Difficulties, limitations and inequalities, and Teaching and agency in times of pandemic. The results show that teachers build creative practices that allow them to maintain their commitment to education in uncertain and unequal contexts. The research proposes producing knowledge about creativity and education in the context of the pandemic in order to contribute to the planning of educational actions and policies at different school levels.

Palabras llave : Creativity; teaching; COVID-19; inequality.