This article analyzes the challenges that de latinamerican states, and specially Argentina, have faced and must go on doing so, as regards the building of quality, equality and equity in a school that has been through by the pandemic of Covid-19 in 2020 and in post pandemic times. The methodology responds to the analysis of teachers’ narrations and data got from training to supervisors and teachers of high-school and higher education (university and non-university), in the context of the pandemic in educational institutions of different levels as well as state and private schools, in the period 2020-2021. The analisis goes around the reflexivity starting from the theory, which lets us inquire and lay down perspective criteria which shape the situation to be able to come close to conclusions which are not definitive, yet allow us to get a glimpse of the future.El presente escrito analiza los desafíos que los estados latinoamericanos y en especial Argentina han afrontado y deben afrontar frente al desafío de construir calidad, igualdad y equidad en la escuela atravesada por la pandemia de Covid-19 en el 2020 y en tiempos de pospandemia. La metodología responde al análisis de narraciones de docentes y datos que se obtuvieron sobre capacitaciones a supervisores y profesores de educación secundaria y superior no universitaria y universitaria, frente a la pandemia y pospandemia en instituciones de distintos niveles y de gestión estatal y privada, en el período 2020 – 2021. El análisis gira desde la reflexividad a partir de la teoría la cual nos permite indagar y establecer criterios de perspectivas que conforman la situación para poder aproximarnos a conclusiones que no son definitivas pero que permiten entrever el futuro.