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Colonias--unincorporated, low-income settlements endemic to the U.S. borderlands--have inadequate infrastructure and dismal living conditions, but also provide a creative solution to the housing dilemma faced by many border families. Colonias are most common in Texas and New Mexico, primarily as a result of weak rural planning laws, and are growing at a rate of about 10 percent per year. Colonias lack water, sewer, gas, and electric lines, but the land is cheap and houses are built piecemeal from available materials. Colonia residents have high rates of tuberculosis, typhoid, and hepatitis and do not have health insurance. Lack of potable water is a major problem. Dropout rates are high, educational attainment is low, and school bus service is not available in colonias. Nevertheless, enrollment at border schools is increasing annually by 5-10 percent, and education is the top priority of colonia residents. Agencies seeking to address colonia problems must form partnerships with residents, sustain agency presence in the community over the long term, and convince residents that agency programs will improve both living conditions and employment opportunities. Strategies are suggested for community outreach, development training, and service delivery. (SV)

The Environmental Education Strategy of the Community of Madrid has been approved with the aim of raising awareness among citizens about sustainability and the environment. This strategy seeks to promote environmental education in various areas, from schools to the community, with the goal of encouraging citizen participation in protecting the environment and adopting responsible behaviors towards the environment. [Extracted from the article]

Copyright of Dearq is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The improvement of arithmetic calculation skills in General Basic Education (EGB) students is fundamental for their academic and cognitive development. The present study investigated the impact of a strategy based on active learning on the development of arithmetic skills in students in the fourth year of General Basic Education (EGB). A sample of 25 students and five teachers from the "15 de Abril" Intercultural Bilingual Community Education Center of Basic Education was selected. A pretest-posttest analysis was carried out to evaluate emotional and motivational elements of learning, as well as the students' performance before and after the implementation of the strategy. Tests of the relationship between variables were applied using IBM SPSS Statistic software. The results indicated a significant increase in students' motivation and satisfaction, as well as in their arithmetic calculation skills. As a complement, a survey of teachers was conducted to evaluate their perception of the usefulness and viability of the strategy in the classroom. The teachers' assessment revealed a positive perception regarding the relevance of the proposed strategy to promote active learning and the development of arithmetic and higher order cognitive skills in students. [ABSTRACT FROM AUTHOR]

Copyright of Diá-logos - Revista de Educación is the property of Editorial de la Universidad Don Bosco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the social conditions influencing university access for young people in the "Simón Bolívar" neighborhood in La Liber tad during 2024. The purpose is to identify the social, economic, and family factors that either limit or facilitate access to higher education in this community. A non-experimental design with a mixed approach was employed. Surveys were administered to university-age youth, and interviews were conducted with parents and community leaders. The quantitative surveys measured economic and social barriers, while the qualitative interviews explored family and cultural perceptions. Results showed that the main barriers include lack of financial resources, low parental education levels, limited academic guidance, and the persistence of a digital divide and gender expectations. The study concludes that these limitations negatively impact young people's educational opportunities, underscoring the need for public policies and support programs to improve access to higher education in vulnerable sectors. [ABSTRACT FROM AUTHOR]

The interrelation between community environmental education and local development prepares the individual to be able to improve his or her relationship with the natural environment, and thus the way of thinking and acting. The purpose of this work was to design strategic actions of environmental education for the local development of the "Alvarito Díaz" community, highlighting the links that make possible a socially responsible action in the natural environment, with a view to sustainable local development. A descriptive observational study was carried out with the application of theoretical and empirical methods, and the application of the SWOT matrix to obtain a general perspective of the local situation. As a result, an environmental strategy was designed with a series of elements based on the system approach, which proposes actions to develop strengths, reduce weaknesses, locate and take advantage of opportunities and reduce the threats encountered. Its design had a high level of satisfaction on the part of the users to provide new ways to generate significant changes in behavior and development through training and education of the different social actors. [ABSTRACT FROM AUTHOR]

The purpose of this study is to characterize the state of the art of educational practices that incorporate a gender perspective into science education and to identify its development and challenges in the context of educational research. The method employed was a systematic literature review that contemplates an analysis of empirical research conducted between 2013 and 2022. Databases such as Scopus, Scielo, and Web of Science were consulted, considering both inclusion and exclusion criteria to retrieve the maximum amount of available information. The predesigned search strategy yielded 23 articles for analysis. The results show that the main practices involve the use of scientific questions and classroom workshops, and that most of these investigations occur in North America and Europe. The most significant findings on contemporary visions of science that incorporate the gender perspective. This research describes the challenges related to the methodologies implemented to encourage educational practices from the perspective of equity and plurality in science education, geographical scope and the visions of science and gender present in the studies. Therefore, it is intended to be of value to science teachers and the science education research community interested in the inclusion of the gender perspective in teaching. [ABSTRACT FROM AUTHOR]

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction. The research aimed to conduct a literature review on the issue of environmental culture related to education in times of crisis, analyzing the current situation and its connection to health, the environment, and sustainable development. The methodology used was based on gathering information from major databases such as Scopus, Web of Science, and Scielo. The results indicate that the environmental and ecosocial crisis is pushing humanity towards a potential civilizational collapse; consequently, environmental education is hindered by a lack of environmental leadership and insufficient awareness. The conclusions highlight the need to implement actions in teaching and learning processes, as well as programs for sensitizing and training leaders and the general community on environmental education, which will help overcome the global emergency being faced. [ABSTRACT FROM AUTHOR]

Social network analysis is a method that allows the identification and examination of structures of various types of data, objects, or user groups, as well as the interactions created by a community and the relationships that exist between them. To characterize the virtual community of a higher education institution, the Fruchterman-Reingold, Yifan Hu, and Noverlap algorithms were applied using the Gephi tool for the analysis and modeling of 30 Facebook fan pages dedicated to the promotion of culture and the dissemination of science. The results show a relationship with the direction and number of edges for each of the 30 nodes for each algorithm applied. The focus of the analysis provided information about the dynamics of the virtual university community, allowing a visual understanding of how members connect and communicate within the Facebook social network. [ABSTRACT FROM AUTHOR]

INTRODUCTION. In recent years, development of the ethical and civic competence (ECC) that service-learning promotes has aroused the interest of educational communities around the world, in line with the pursuit of a holistic humanist education that prepares students for the challenges of living and coexisting in society. However, research into the impact of the implementation of service-learning seems to show that assessment of this competence is not well developed. Therefore, the aim of this study is to provide a critical analysis of the most significant ECC assessment methods and instruments in order to develop lines for improvement to promote assessment in educational action and scientific knowledge of this essential aspect in SL projects. METHOD. To achieve this objective, we developed an assessment tool, the content of which was validated through expert judgement. This tool made it possible to analyse the ECC assessment methods selected owing to their importance in the area studied based on formal and content-related identifying criteria. RESULTS. In this analysis, we found methods mainly from Spain and the USA, generally designed for summative assessment in questionnaire format. These methods essen-tially focus on civic assessment of ECC, centring on assessing the development of social responsibility and interpersonal skills. Study of the developing reflexivity is dominant in the assessment of the ethical dimension. DISCUSSION AND CONCLUSIONS. A number of areas for improvement are presented, which are aimed at creating a mixed multifocal assessment method that makes it possible to assess the dimensions of ECC in all of their complexity. Thus, we hope to contribute to the consolidation of service-learning to promote a holistic education that is committed to society and to people's well-being. [ABSTRACT FROM AUTHOR]

Copyright of Voces de la Educacion is the property of Voces de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arte y Políticas de Identidad is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper wants to share the project called "Participative Community methodologists in ludoteca felt and thought from education". It stared in 2022. The idea is part of a process in the subject Community and Institutional Psychology, that belongs to the career of University technicality in Social Education of the Faculty of Education of the National University of Cuyo. This process began 5 year ago and aims deepening and building bridges of knowledge and meanings between Social Education and Community Psychology. Furthermore, this experience is part of the Educational Social Practices Program (PSE) belonging to the Secretariat of Extension and Linkage of the UNCuyo. This project sought to ensure that students who were studying the university subjectof Community and Institutional Psychology, of the FED - UNCuyo, applied participatory community methodologies. They recived the tutoring of advanced students and graduates of the carrear and teachers. The project was carried out in a place called "ludoteca" in the "Nucleus of Innovation and Development of Opportunities" (NIDO). In addition, the specific objectives were: 1- Carry out methodologies that promote understanding of the socio-historical context; 2- Analyze current problems and needs that afflict the child population; 3- Understand the population dynamics involved and 4- Maintain, through play, a healthy space that favors the construction of strategies to address the problems of daily life. The starting point was theoretical references that put in a constant dialogue between community psychology and social education knowledges in latin America. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Organizations / Revista Internacional de Organizaciones (RIO) is the property of Analisi Social i Organitzativa grup de recerca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Fides et Ratio is the property of Universidad La Salle de Bolivia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Effective school-family-community collaboration is a critically important factor in improving students' academic achievement, and this study focused on assessing and strengthening these relationships in the context of teaching Social Studies to seventh grade GBS students. The key objectives of the research included assessing the quality of these partnerships, developing a best practices manual to guide collaboration, and then validating it by experts in education and Social Studies. The study sample consisted of 32 seventh grade students from a Community Fiscal Education Unit in the canton of La Mana, as well as their parents or representatives, Social Studies teachers and community members. The methodology employed was of a mixed nature, using quantitative and qualitative methods to obtain a holistic understanding of the relationships studied. Questionnaires were administered to students, parents and teachers, interviews were conducted with community members and education experts, and a best practices manual was developed based on the literature review and identified best practices. The results revealed that collaboration among these actors has a positive impact on students' academic performance, highlighting the need to strengthen these relationships for the benefit of Social Studies education. [ABSTRACT FROM AUTHOR]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of CULCyT: Cultura Científica y Tecnológica is the property of Cultura Cientifica y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to analyse the social representations that exist around the Deaf community and inclusive education in a school located in the municipality of Ibagué, Colombia. To achieve this, a constructivist model was used, taking a qualitative approach and applying grounded theory to discover the situation in the environment selected. The process of data collection and subsequent analysis revealed three representations: two indicated commitment and support for Deaf students, while the third, in contrast, showed that a group of students at the school ignores this community. Based on these findings, three macro conclusions can be reached: first, social representations can decisively shape the educational environment; second, these representations can evolve, given the right conditions; and third, a group can face completely opposite representations, even in the same environment. [ABSTRACT FROM AUTHOR]

This study analyses the experience of Espacio Mestizo, a community and popular art project for disadvantaged young people in the city of León. An idiographic, qualitative approach was used for the case study of the Espacio Mestizo project. The sample involves 42 participants: 24 in the target group and 18 experts and educators. The techniques used were exploratory interviews, in-depth interviews, focus groups, and life stories. The results show that Espacio Mestizo helps disadvantaged adolescents become independent, boosting their self-esteem and empowerment, as well as their joint responsibility. It is especially important to highlight the boost in community development in building a critical model of citizenship, which, by reflecting pro-social values, contributes to social development. From a social, popular and community education perspective, participating in Espacio Mestizo meant being involved consciously, wholeheartedly and democratically in a communal and collective project, which also generated a certain bond between neighbourhoods. [ABSTRACT FROM AUTHOR]

The present research article consolidates the results of an experience in a community environmental education in Las Llanadas de Sahagún, Córdoba (Colombia), with the purpose of valuing the orchard, as a living classroom space, where relationships, actions, senses and experiences are interwoven with the recognition of the dialogue of knowledges, involving the social actors to assume critical, ethical and political positions, an educational commitment that has led to the transformation of habits, behaviors and beliefs in the educational community. This is a qualitative and interpretative research with the staging of formative and reflective activities, workshops and interviews that were analyzed with the Atlas.Ti software and the contributions of the textual discourse analysis, where emerged the categories associated with feelings, natural and social fabric and territory in action. The results show that the living classroom strengthened bonds of friendship based on respect, acceptance and appreciation of the other, as well as the individual and collective expertise projected towards the sustainability of life, the food sovereignty and territorial identity, which led them to question each other about their daily actions and their effects on the system, generating individual and collective commitment. [ABSTRACT FROM AUTHOR]

This article aims to establish the encounters and disagreements that are evident between the guidelines of the School Environmental Projects (prae) and Community Environmental Education (eac) as a field of knowledge. It is a product that partially derives from a doctoral thesis research in progress, from which preliminary results are taken and contrasted with the theoretical-methodological references of eac, in order to identify the points of convergence or distance in the way ea is assumed in the consulted and analyzed sources. In this sense, the research carried out is os documentary type, where the analysis starts from the fact that the Colombian curricular documents do not refer explicitly to eac, but it is suggested that they could be in line with this perspective of ea. To sum up, this paper will attempt to answer the question: Which are the main encounters and disagreements that occur between prae and eac within the framework of Colombian curricular guidelines? [ABSTRACT FROM AUTHOR]

The article presents an educational case report associated with community environmental education practices in the reef of Isla Fuerte, Bolívar, experienced in the deployment of the experiences of environmental awareness and culture based on the identification of sustainable local knowledge. Through the community ecotourism that involves responsible trips to natural areas to conserve the environment and improve the conditions of the population by means of practices such as sea guardians, migratory bird sightings, trasmallo workshops and an underwater museum, it is possible to methodologically consolidate this experience from a qualitative ethnographic perspective, describing and interpreting systematically, the environmental culture of the diverse inhabitants of the. The educational experience carried out concludes that community environmental education allows local and landscape transformations, as well as the strengthening of the participating human fabric. [ABSTRACT FROM AUTHOR]

The article "Community Environmental Education" highlights the importance of academic, governmental, and non-governmental institutions in the development of research projects in this field. It focuses on concepts such as community, territory, interculturality, and citizen participation. Community environmental education seeks to inform and educate citizens in a reflective and critical manner, promoting action and transformation within communities. Several educational cases are presented that emphasize the importance of recognizing the environmental culture of communities and strengthening the human fabric in environmental territories. Additionally, the need for an environmental education that contextualizes pedagogical actions from a complementary approach to human beings and the environment is proposed. [Extracted from the article]

The dialogic pedagogy of Enlazando Mundos ("Linking Worlds") is an unprecedented experience in Chile, expressed through community classrooms within the formal school system. The current article describes this type of pedagogy, based on the curricular, didactic, and evaluative practices developed by the collective classrooms' organizers. The research communities were formed through participatory research conducted for four years in eight dialogic community classrooms. The results reveal co-construction of the curriculum based on dialogic relationships that integrate local knowledge, which expands the monocultural meanings of the national curriculum. The didactics and evaluation have a community, polysemic nature that coincides with ontological dialogic pedagogy and instrumental pedagogy. [ABSTRACT FROM AUTHOR]

IThe objective of this study is to characterize the elements and components of school interaction that contribute to constructing the concept of educational community, based on the knowledge held by members of a research community. The process was carried out with a group called "Research Community," through dialogic methodology-kishu kimkelay ta che and procedures of generation, analysis, and validation of collective knowledge, known as collective dialog and Az kintun (from Mapuche: "looking with the intent of seeking or finding something along with others"). The main findings include the identification and characterization of five planes associated with scholastic interaction: community, formative, political/administrative, normative, and praxis of school interaction. [ABSTRACT FROM AUTHOR]

Copyright of Historia y Sociedad (01218417) is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas y Economicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociedad e Infancias is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Qualitative Research in Education (2014-6418) is the property of Qualitative Research in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article "Navigating community practices: some reflections from student voices" by Belén Alonso and Anabella Canciani, published in the Yearbook of the Faculty of Human Sciences, addresses the importance of community practices in the education of university students. It emphasizes the need to collectively build the pedagogical and political potential of these practices, which have been mandatory at the National University of La Pampa since 2011. The text highlights the importance of dialogue between knowledge and integrality in student education, as well as the need to strengthen extension and sociocommunity practice lines to contribute to social transformation. [Extracted from the article]

As an alternative means of communications, community communicatios is essentially a tool to give voice to historycally marginlized social groups, an assumption that needs to be visualized every day as a reference to condition social changes in communities throug education. The goal of the Word is to expose some experiences as teahers together with students of the Social Communication career in some neighborhoods of Cuito/Bie, Angola. The experience resulted in shared intercultutal learning between students and teachers. It was supported by tolos of the Participatory-Action-Research methodology and the postulates of Popular Education. Is is not intrntend to expess finished ideas, but to provoke reflexive approaches on a practice that is continually reconstructed. As teachers at the Escuela Superior Politecnica de Cuito/Bie, in Angola, they took advantage of the opportunity provided by the coincidence of the delivery in the fifth semester of the career, of the subjects of Communication and Health and Educational Communication, with the pprecedence of having studied Communication for Development and Itercultural Communication in the year, so that the students, integrated into teams, carry out field work in some neighborhoods of the community, all with the objective that they apply in practice, the knowledge acquired in various subjects. The visit to the community with the preparation of the contents estudied, were consolidating the experiences of the students, allowed to make observations in the field and strengthen the process of interaction between theory and practice, using tolos of the research metodology. The interviews, observation guides, questionnaires and almost daily face-to-face interation gave scientific objectivity to the task performed. It was posible to verify the unhealthy life practices of many of its inhabitants in the interaction with the environment, the non-use of the natural leaders of these communities for improvement of the same, as well as insufficient communication between the community and the institutions close to them fundamentally. The experience conclusively corroborated the weaknesses that still exist in the extensionist work by the university, that community work is a space almost invisible by the large media and the universities of the territory, it also allowed students to the have a different look to the cultural and communicative practices of the enviroment in question. The photographic evidence illustrates the above. [ABSTRACT FROM AUTHOR]

The Mexican Education System promotes a teaching-learning process centred on the transmission of knowledge, despite the discourses proposed in official documents such as the syllabus (SEP, 2022), which are based on different paradigms, such as socio-constructivism. The aim of this text is to critically analyse the 2022 Study Plan for the Bachelor's Degree in Elementary Education. The theoretical perspective that guides this contribution focuses on collaborative and interdisciplinary work, as well as on sociocultural theory and critical thinking, which underpin the programme. The present analysis takes up the interpretative research paradigm, from a qualitative approach, centred on the methodology of critical discourse analysis. In the critical reading of the curriculum of the Elementary Education Degree 2022, the following variables of analysis were identified: community participation in education, interdisciplinarity and articulation of content, situated learning, critical thinking and inclusive education. The results refer to the importance of the link between the school and the community, collaborative work between teachers, situated learning. The 2022 Curriculum is an ambitious curricular project that aims to transform basic education through the training of a teacher who develops capacities and skills, different from the usual ones. However, it is worth questioning whether the educational policies implemented so far are enough to implement this proposal in the educational reality of Mexico, or whether it will remain only a draft of good intentions. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and particularly, mitigation measures taken by government institutions in Mexico, such as the closure of all schools at all levels of education, have brought strong regressive consequences in terms of both education and gender equality. In this paper, we start from a theoretical framework of gender and family to analyze, along with the negative repercussions of this measure (especially for women and children), an embodied experience of upbringing and community education in Mexico. This experience seeks to preserve educational and labor rights violated by school closures such as sociability, guardianship and custody of minors, the right to a life free of violence, work-life balance, among others. Our aim is to suggest some keys for an ecofeminist and community solution to the education crisis in this country. [ABSTRACT FROM AUTHOR]