Reconfiguring education in times of pandemic: a visual analysis of pedagogical practices and school spaces

Abstract

This article offers a comprehensive examination of the impact of the Covid-19 pandemic on education, focusing on pedagogical practices and school spaces in primary schools in the community of Castilla y León, Spain. Through a visual analysis of student drawings and the reconfiguration of educational spaces, the study explores the profound changes that have occurred in educational settings during the pandemic. The research highlights the shift from traditional classroom methodologies to virtual and remote learning environments, emphasising the role of technology and digital tools in facilitating education during times of crisis. Additionally, the study investigates the evolving perceptions of students towards school, considering how the reconfiguration of physical spaces has influenced their learning experiences and social interactions. By examining the ‘new normal’ of education, the study sheds light on the challenges and opportunities faced by educators in adapting their pedagogical practices to meet the changing needs of students in a post-pandemic world. Overall, the analysis provides valuable insights into the complex interplay between pedagogy, space, and technology in reimagining education in times of crisis.