Este artículo estudia el efecto de las medidas educativas implementadas por el gobierno argentino durante la cuarentena por Covid-19, en especial aquellas destinadas a garantizar la continuidad educativa en las escuelas del nivel primario mediante el programa oficial “seguimos educando” en un contexto de segregación educativa. Se trata de un estudio exploratorio y descriptivo, utilizando un método cualitativo a partir de entrevistas a docentes de escuelas primarias de la ciudad de Bahía Blanca, quienes debieron implementar las políticas en un contexto de desigualdad. La brecha digital y las desigualdades culturales y económicas profundizan la segregación educativa durante la pandemia.
This article studies the effect of the Argentine government's educational measures during the Covid-19 quarantine, especially those aimed at guaranteeing educational continuity in schools through the official “Seguimos educando” program. This program's application is analyzed, considering the country's educational segregation and the possibility that education reaches all primary level students equally. This is an exploratory and descriptive study, using a qualitative method, based on interviews with protagonists of the educational system of the city of Bahía Blanca, who had to implement the policies in a context of inequality. The working hypothesis is that the digital divide and inequalities in Argentine families' cultural and economic capital increase educational segregation during the pandemic, generating greater inequality.
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