Continuities and discontinuities in the work of the therapeutic companion in contexts of teacher struggle and COVID-19 pandemic in public schools of the province of Chubut

Abstract

In this article we present an advance in the analysis of the modalities assumed by the work of the therapeutic companions who intervene with children with disabilities in public schools in contexts of "teacher struggle" and of the COVID-19 pandemic in the city of Comodoro Rivadavia, province of Chubut. We build these ideas within the framework of the Research Project “Supports to students. Alternative devices for educational inclusion in common education schools”. In this study we set out to know the socio-educational networks that are configured in the practices that these “supports” deploy in common education schools. From a socio-anthropological research approach, we develop field work in primary schools and carry out the construction of information from interviews, observations and field records.

The clipping of the study that we develop here allows us to know the continuities and discontinuities in which the tasks of the therapeutic companions are reconfigured, in a context of structural crisis of the educational system of Chubut and in which complex educational practices overlap in times pandemic COVID-19.