Reconnecting with Materiality

This paper examines the narratives of visual arts teachers from northern, central, and southern Chile regarding their return to in-person teaching after the COVID-19 lockdown. The study is framed within a qualitative approach and aims to contrast pedagogical experiences to understand the work strategies implemented. From a methodological standpoint, it involved conducting semi-structured interviews, which were organized through coding and thematic analyses, in line with Grounded Theory (Morse et al., 2021). The findings indicate that the transition back to in-person teaching was complex, involving an ambivalent relationship with technology and a process of trial and error across various teaching modalities. Additionally, the physical nature of artistic projects and the showcasing of students’ visual arts work gained renewed importance. Finally, the study highlights the recurrent emphasis on emotional support, as the post-pandemic period significantly disrupted and destabilized many pedagogical practices.