This article deals with the COVID-19 pandemic as a point of acceleration for the emergence of a distinctive and yet unstable problematization of the 20th-century school form. Focusing on the Italian public and policy debate on education and adopting an archaeological analytics, it explores what ‘other’ coordinates for the forms of schooling are emerging through the encounters, clashes and co-options between different epistemological standpoints. Mapping the knowledge production about the space(s), time(s) and subjectivity(/ies) of schooling, we discuss the emergence of a problematization of the school form articulated around the concept of ‘blending’ and unfolding around a distinctive set of organizing dualisms: developmentalizing/securing, normalization/pluralization and individual/population. We offer a preliminary sketch of the contours and tensions that constitute the epistemic space where this problematization unfolded. First, we show how medical, economic, digital and educational knowledges converge around the imperative to blend the school form and make it secure and productive through the ‘digital’. Second, we describe the paradoxical traits of the emerging figure of the blended-school form at the intersection between different possible configurations of the space(s) and time(s) of schooling and isolate four strategies for the (self-)governing of its subjectivities: therapy, prudentialism, discipline and enhancement.

本文将 COVID-19 大流行视为 20 世纪学校形式独特但不稳定的问题化出现的加速点。关注意大利关于教育的公共和政策辩论并采用考古分析，它探索了通过不同认识论立场之间的相遇、冲突和共同选择，正在出现的学校教育形式的“其他”坐标。映射关于学校教育的空间、时间和主体性的知识生产，我们讨论了围绕“混合”概念阐明的学校形式问题化的出现，并围绕一组独特的组织二元论：发展/保障、正常化/多元化和个人/人口。我们提供了构成这种问题化展开的认知空间的轮廓和张力的初步草图。首先，我们展示了医学、经济、数字和教育知识如何围绕融合学校形式并通过“数字化”使其安全和高效的必要性进行融合。其次，我们描述了混合学校形式的新兴形象在学校教育空间和时间的不同可能配置之间的交叉点的矛盾特征，并隔离了其（自我）管理的四种策略。主体性：治疗、审慎主义、纪律和增强。数字和教育知识围绕融合学校形式并通过“数字化”使其安全和高效的必要性汇聚在一起。其次，我们描述了混合学校形式的新兴形象在学校教育空间和时间的不同可能配置之间的交叉点的矛盾特征，并隔离了其（自我）管理的四种策略。主体性：治疗、审慎主义、纪律和增强。数字和教育知识围绕融合学校形式并通过“数字化”使其安全和高效的必要性汇聚在一起。其次，我们描述了混合学校形式的新兴形象在学校教育空间和时间的不同可能配置之间的交叉点的矛盾特征，并隔离了其（自我）管理的四种策略。主体性：治疗、审慎主义、纪律和增强。