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The present ethnographic study was conducted in collaboration with thirty-five Latin American children from different countries during the period of school closures precipitated by the COVID-19 pandemic. Through exchanges of multimodal texts (letters, text messages, photos, drawings, audios, videos) and virtual encounters, we sought to understand how these children reconstructed and transformed their schooling practices. Through our interactions in this constructed ethnographic field, we could observe how the children lived during the pandemic from their unique perspectives. Everyday school structures were incorporated within the children's embodiments and experiences at home, opening new opportunities for agency enactment, and expanding possibilities for learning and exploration. Their learning practices revealed a process of appropriation, merging what they already knew to new learning experiences that were created beyond the school as an institution or an abstract concept. [ABSTRACT FROM AUTHOR]

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In Applied Linguistics, sometimes we asked ourselves or we are questioned about the type of research we do - whether it is ethnography or whether it is "type", "approach" or with "ethnographic variant". We intend to show that such inquiries tend to isolate moments of the ethnographic's experience, taking them as ethnography, leaving aside the uniqueness of experience, not explaining and sometimes ignoring an inseparable relationship between object, theory and method reducing, in this way, the ethnography as a method of field work. From this problem, raised through ethnographic's research that we accomplish in school contexts, our objective in this article is to approach a singularity of the ethnographic experience and its comprehensiveness beyond the specificities of the fieldwork. We argue that the ethnographies of the language in Applied Linguistics are policies in action that articulate socials, cultural, economics, academics and personals demands, which implies both our participation in context and the dialogism of the entire research process, including the writing of the ethnographic narrative. [ABSTRACT FROM AUTHOR]