Given the importance of the discussion on care at international and national level during the pandemic and post-pandemic, this article presents the results of a qualitative research developed in 2022 whose general objective was to build knowledge on the care practices deployed by Chilean teachers during the COVID-19 pandemic. Fourteen semi-structured interviews were conducted in 2022 with primary and secondary school teachers from public schools in the Valparaíso and Metropolitan Region of Santiago, selected according to a homogeneous purposive sampling strategy. The inductive analysis of the discourses was assisted by NVivo 12 software. The results reflect a critical perspective of the teachers regarding the knowledge of the students as a necessary process to sustain a caring relationship; in which they question the feasibility of caring for their students given their working conditions; and make visible the prevalence of meritocratic discourses in the school that -even in a pandemic- exacerbated academic achievements. The analyzed teachers' discourses suggest the need for further research to delve into the practices and meanings that teachers and students give to care, considering the guidelines issued by the national policy on school coexistence and the contexts of maximum regulation of teaching work in Chile.
Keywords:
care, working conditions of teachers, teaching profession, school
Vallejos Silva, N., & Cortés Rojas, C. (2023). El Cuidado En Las Voces Del Profesorado: Significados Y Prácticas Durante La Pandemia De Covid-19. Revista Enfoques Educacionales, 20(2), 48–66. https://doi.org/10.5354/2735-7279.2023.71372
