Expériences et reconfigurations du travail pédagogique par les plateformes

This paper discusses some empirical evidence drawn from qualitative interviews, carried out between April and June 2020, to Italian women between the ages of 30 and 60 who work in the field of education and primary and secondary school. The research investigates the feelings and experiences of teachers and educators in relation to a mediated relationship (Couldry & Hepp, 2017) of the platform and it shows on the one hand the function exercised by the infrastructure and on the other hand the reconfiguration of a fractured and always on work experience (Huws, 2016). The theoretical background of the study is the concept of re-framing (Goffman, 1974) as pattern of interpreting reality in the context of the pandemic and in particular the limits of the micro-sociality typical of the relationships between the teacher/educator and learner.