The compensatory role of the Algerian family facing the Coronavirus pandemic and school interruption

Abstract

This study aims to analyse the social experience of the Algerian family in the light of the temporary absence from school imposed by the Coronavirus pandemic, through its practice of the educational and social role compensated by the role of the school, as the qualitative method was adopted using field observation and we have adopted the electronic and regular interview as an information-gathering tool. The sample consisted of (18) nuclear families, and was selected from different regions of Ouargla city.

The study figured out that the experience of families of the Coronavirus pandemic made them experience a kind of functional and social imbalance because their responsibility towards their children increased an educational and social void, where the results conclude that there are three categories of families: one group has adapted to the situation and has tried to bridge the educational and social gap, and another group is concerned about the health and development of the epidemic and expects stability, the return to normalcy and the resumption of education, while the third group was not convinced at all of the existence of the epidemic and did not join the quarantine at home. The study also found that the decision on distance education as a temporary solution did not take into account the financial and cultural conditions of modest families