PEDAGOGICAL WORKSHEETS FOR EMERGENCY REMOTE EDUCATION IN MULTIGRADE SCHOOLS

Abstract

During the emergency remote education caused by the COVID-19 pandemic, the Ecuadorian Ministry of Education organized educational activities around pedagogical worksheets that included prioritized elements of the national curriculum. The objective is to analyse how the cards were put into action in the educational institutions, reviewing what kind of practices emerged around them. The praxeological method and the Actor-Network Theory toolbox are used based on ethnographic material collected in multigrade schools in the Gualaceo canton, in the Azuay province. The findings describe the socio-technical networks formed by the introduction of pedagogical worksheets, as well as how they evolved into a powerful token that orders educational processes. It is concluded that the power of translation of the network generated around the pedagogical worksheets made them referents for the control of the learning process and the teaching action from the administrative instances, reinforcing the technocratic role of the teachers and atomizing the didactic process in terms of activities that are little articulated and meaningful.