Description

The drifts that occurred with the pandemic have impacted on a global scale all areas of human life (from emotional aspects to areas of administrations). Under this new order of things, the institutions did not escape this situation and, perhaps the one that has been facing the greatest challenge, is the school. For this reason, many of the responses and the new actions that are being promoted and consolidated constitute, in several cases, provisional responses to this new scenario. Teachers, students, and families, since the beginning of the pandemic, were inserted in a scenario full of uncertainties, fears, and also an abundant reflection on the fragility of life. Next, a reflection is presented about the challenges that existed (and many of them are still present) in a Normal School in the face of school work from a distance, mainly mediated by digital devices. To do this, a set of quantitative and qualitative data generated from a survey is used, where it is possible to appreciate some keys to interpret this phenomenon. Taking into account all the evidence found, it can be argued that the school is becoming more established than ever as a space for solidarity, listening, caring, and quiet reflection. In the positioning of mediated environments in the school setting, its irruption is felt with power. The set of these elements contributes to sharpening the various pedagogical strategies in times of pandemic and perhaps many will persist for a long time or will remain installed in the school.