The participation of mothers and fathers in a primary school during the COVID-19 contingency

Abstract

The way in which we had observed education was dislocated by the outbreak on a global scale of the pandemic caused by COVID-19. Such event evidenced structural problems in the pedagogical accompaniment of mothers and fathers in the use of technological resources, as well as in the relationships of the personnel of a school located in a suburban ejido of one of the municipalities of the Laguna Region of the State of Coahuila, Mexico. The purpose of the article is to share the results of a case study that aimed to explore the participation of the school community during the beginning of the contingency. Some of the questions that guided the research process were: How do mothers and fathers participate in school activities? How is the relationship between teachers, managers, mothers and fathers? The research perspective was qualitative with an ethnographic orientation. The techniques were participant observation and interview. The research shows that the implementation of distance education, in an improvised way during the COVID-19 pandemic, caused tensions in the relationships established by mothers and fathers with the teaching staff, as well as inequalities configured by the context where the school is located.