In this article two central themes are addressed; the first one propounds as a challenge to think of school and the body as learning spaces, while the second one refers to the thought about the otherness of the subject and its corporeality as part of a discursive and cultural construction in permanent change. The reflexive proposal brought up by these two aspects recovers the link between the body, education, and the pandemic as important references to identify significant elements oriented towards re-signifying school as one of the main backgrounds behind socialization processes. Considering the effects and consequences of the pandemic, it seems necessary to propose changes related to the school configuration and its impact on the construction of new subjectivities. This reflexive challenge requires thinking both, the school and the family environment, as potential scenarios to reflect on the notion of the subject as a project, considering the consequences of forced confinement, which has caused a complex and overflowing socio-cultural perception. Following the editorial line of this journal, this article attempts to articulate a theoretical and cultural analysis of the school in times of pandemics.
