ABSTRACT
Based on a critical discourse analysis, this article aims at bringing references to the school during the pandemic, in its semantic, syntactic, and pragmatic aspects. In approaching them, it elicits the current possibility conditions of formulations struggling for hegemony, focusing on the educational incorporation of Information and Communication Technologies as a replacement of teaching work. Regarding the post-pandemic perspectives, it analyzes the meanings of hybrid teaching (‘blended learning’) proposals, in their relations with the intensive use of private platforms in public schools.
Keywords
Educational policies; Discourses; Schools; Teaching work