School well-being: a new alphabet for post-pandemic schools

An unforeseeable complexity has affected education systems in 2019-2021. In the phase of distance learning, the contradictions that were already a feature of the school system exploded: poor infrastructure, inadequate methodological and technological skills of teachers and learners. In the emergency, immediate needs were addressed, generating a distorted view of complexity: more connection, more technological equipment, more education. The most difficult test to face for the emergency school was the educational relationship, a fundamental element for the teach- ing and learning process to work, which was confronted with the expansion of the pedagogical space in the network, the encounter/clash with the family space and new teaching methods. Amongst material, relational, social, and cognitive needs, we have to ask ourselves what new meanings the promotion of school well-being takes on in the post-pandemic school. This con- tribution draws on a school experience designed within the framework of the Summer 2021 School Plan, made operational by the Ministry of Education with the aim of strengthening learning and sociality. The new pedagogy - built beyond the dichotomies of distance and pres- ence - must not forget rights (access to the network through connection and devices) and needs (fragility, relationships, sociality) to build a new alphabet of school well-being.