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¿Qué oportunidades has descubierto?

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  • da la palabra, se asegura que todos hayan hablado en la primera ronda...

Time control:

  • controla el tiempo y de vez en cuando recuerda cuanto tiempo queda..

Secretary (only for the therd moment)

Son páginas interactivas, bastante intuitivas. Cada icono está vinculado a un material.

Al final habrá una página con todos los materiales ordenados, disponibles y con la información de dónde se han sacado.

Los iconos que vamos a utilizar para avanzar o volver utilizar sólo los iconos que están en la esquina derecha o izquierda (NO LOS QUE ESTÁN EN EL MEDIO).

Para no perdernos con tanta "ventanita". Es importante seguir la secuencia de las páginas tal y como se irá pautando.

To reveal

data and testimonies

Challenges and opportunities of education in front of the coronavirus

Learning to guide and educate online, prevent vulnerable students from being left behind, as well as work transversal skills at a distance are some of the challenges of orientation and education in times of the pandemic.

•Challenges of educating and ways to achieve them

•Adapt to online learning and train the educational community for it

•Educating critically and taking into account the current and future reality

•Helping people manage changes and emotions

•Challenges of education in front of COVID-19 and how to face them

•Helping teachers adapt to online teaching-learning

•Helping students and families take advantage of online education

•Preventing educational inequality from growing during and after the pandemic

•Focusing on developing transversal skills


The pandemic brings with it the opportunity to innovate education

This is also a time to develop socio-emotional skills and learn more about contributing to society as a citizen. School is not just about learning math and science; it is also about learning social relationships and interactions (and learning) among peers. The role of parents and the family, which has always been extremely important, now takes on much greater importance. Therefore, much of the help provided by the agents of education, working through radio, television and SMS messages should be directed to supporting parents, giving them advice and suggestions on how to better support their children in this complex situation.


This crisis should serve to rethink what children need to learn.

It has been a very important crisis that has caused tension to the system and has led us to discover the limits and also the advantages, to reflect not only on the resources we have but also on the education and training of teachers, on the adequacy of the curriculum, to rethink of the relationship of families with schools, the concept of educational community. It has also made us consider what learning is and the role of the school in that learning.

Yes, we must rethink at the national level the training of teachers, how they leave the schools and, year after year, how they face changes. One of the pending subjects is digital competence. In September it will be necessary to tackle a new classroom methodology, learn to design classes in a different way, also to evaluate differently, personalize the itineraries and design different curricula. During the quarantine, a new avenue of digital training has been opened for teachers that should now be used in schools.


2The importance of not setting education aside during the pandemic

New challenges in education, crisis and gender, support for teachers, safe return to the school, importance of early childhood education, integration, social-emotional support, higher education, educational continuity, challenges of evaluation ...

There are three common core themes that require immediate and longer-term political and programmatic support stand out:

•1. Important advances and innovation in the area of distance education through the use of technologies. However, there are still important challenges to secure equity and integration, taking into account the most vulnerable and marginalized population groups.

•2. The need to move towards resilient and flexible education systems focusing on preparation.

•3. New mentality and paradigm shift: towards interdisciplinarity and intersectorality that goes beyond sectoral thoughts and actions focused on education, where the unprecedented opportunity to transform national educational systems stands out. This spirit of transformation makes the Sustainable Development Goals (SDG)-Education 2030 Agenda more relevant and necessary than ever.

Considering these areas, meetings have been launched every two weeks which are an exchange of knowledge and information to respond to the pandemic, with a focus on the four pillars of the SDG-Education 2030: equity, integration, quality and lifelong learning.


Fundación Santillana

"The pandemic has exposed the inequalities suffered by students around the world, especially in those regions where social differences and gaps are remarkably wide."

Although the majority of students, of all educational levels, currently maintain their school activities electronically, the reality is that there are places where children and young people do not have the means to continue their academic endeavor. The lack of basic services such as electricity, as well as the lack of materials such as books, computers, and the internet are the main reasons.

For all this, in many countries citizens’ initiatives have been introduced to facilitate access and academic aid, like what the university project against the pandemic does. In these times when technology is a fundamental tool, and internet access has become essential to continue with educational programs, the Aragonese Network of Social Entities for Inclusion launches the cooperation’s initiative “free your wifi”, which motivates people with internet access to share their internet connection with those families that do not have one.

In the same way, the platform “I help you with the sele” provides support for students to solve their doubts through the note banks, forums, etc. Thus, students can prepare adequately for the selectivity test that gives access to university.

Through podcasts, videos, tutorials and other resources, such as radio and television, it is intended that all students, but especially the younger ones, to not miss the school year. Although there is still great inequality, this situation is drawing attention to issues that have been neglected for so many years.

However, with the help of platforms and initiatives, little by little, we will ensure that more children and young people can access and receive a quality education.

Lyna Miroslav Barrón

The students of 6th grade of the School of Virgen de la Vega, Moraleja, Cáceres, sensitized by the negative impact of the pandemic in their locality, are carrying out the Moraleja project, a company owned by everyone, with the aim of promoting local consumption in the post-coronavirus and revitalize the small businesses of the population badly hit by the crisis. Their teacher supports this solidarity project with the subjects of Mathematics, Language, Social Sciences and Visual Arts.

The students of the Solc School in Barcelona have responded to the demand for #Cartesambcor ("Letters with a heart") from various hospitals in this city and have prepared and sent messages of support, drawings, poems, letters or videos to confined patients and health personnel. With these actions, not only have they been touched the hearts of the needy people, but they have also improved their writing, their communication, their organizational capacity, their creativity ...

The students in Vocational Training from the Proyecto Ergos Educational Center in Dos Hermanas (Seville) within the framework of the ErgosScapeVirus project have designed animation activities on balconies and prepared sports sessions adapted to homes, for different ages and activity profiles. They are students of the training cycles of Physical-Sports Activities and Social-Sports Animation and this project also helps them consolidate and apply their professional learning.

These are examples of service-learning (SL) projects born in the middle of a period of quarantine. Through SLP like this one, students acquire knowledge, learn skills, enhance characters and values while doing a service to the community. In service-learning, students detect a social problem, think about solutions, organize themselves and carry out their project, applying and mobilizing not only curricular learning, but also vital and meaningful learning needed throughout their lifetime.

Service-learning is a way of learning and teaching strongly linked to the desire for a more just society and a model of citizenship committed to it, with clear inspiration in the ethics of care.

Students have the right to be educated in generosity. They have the right to contribute to improving society, to making this world a more fraternal and more livable place.

We cannot deny them this right. And we can't wait. Because, as the philosopher Leonardo Boff reminded us and as this crisis has shown us, without generosity, without fraternity, without responsibility towards others, in short, without care ... life perishes.

Roser Batlle Suñer

Desde la entrada a la situación de estado de alarma, las Escuelas Infantiles de la Comunidad de Madrid han cerrado sus puertas. “En un momento donde la sociedad debe unirse solidariamente, la política regional muestra una clara falta de empatía (…). Y en este contexto estáis vosotras, vivas, incansables, siempre dispuestas a trabajar en defensa de la infancia. Sois estupendas. Solo quería decir esto.” Con estas emocionantes palabras, la Directora de una Escuela Infantil agradece a todas las educadoras y educadores su gran esfuerzo por continuar ofreciendo una educación de calidad a los más pequeños de nuestra sociedad, pese a las dificultades con la crisis de la COVID.

Desde el inicio de la pandemia, los profesionales de la educación han continuado su labor a distancia, acompañando a los estudiantes y a sus familias. Sin embargo, las Escuelas Infantiles han tenido que suspender su actividad, tanto presencial como virtualmente, dejando a multitud de peques escolarizados de 0 a 3 años sin derecho a la educación de la noche a la mañana. La decisión de la Consejería de Educación ha sido ampliamente contestada.

En reacción a esta situación numerosas escuelas infantiles, diferentes profesionales y familias se han unido con diversas iniciativas para continuar manteniendo el vínculo con los más pequeños y el apoyo a las familias. Las redes se han llenado de mensajes y vídeos visibilizando el apoyo a las escuelas infantiles como por ejemplo Yo apoyo a las escuelas infantiles y casas de niños, Carta de 0-3 al Consejero de Educación, No te preocupes ¡seguimos aquí!, etc. dónde las educadoras y educadores explican la importancia de la continuidad de su trabajo en tiempos de pandemia; visibilizando el primer ciclo de Educación Infantil como un Derecho del que se está privando a multitud de niños y niñas sin apenas cuestionárselo desde muchos sectores de la sociedad. Las familias también se están movilizando con campañas de cuidados, por ejemplo, la promovida por la Asociación Malas Madres #LaHoraDeCuidarse que aunque lleva tiempo en marcha, en tiempos de crisis están aumentando sus propuestas en relación al cuidado, autocuidado y conciliación familiar.

También diversas plataformas educativas están elaborando propuestas legislativas que amparen y protejan el primer ciclo del sistema educativo. Por ejemplo, la plataforma “Con Infantil no se Juega”, la plataforma de Madrid de 0 a 6, la Junta de portavoces 0-6, Por otra Política Educativa, etc.

Si algo se está demostrando durante esta crisis sanitaria, es que lo esencial se encuentra en el valor del bien común, de la solidaridad, de lo colectivo y de lo público. Y como afirma Miriam, profesora de educación infantil desde hace más de 15 años, “si alguien pensaba que de un día para otro íbamos a dejar a nuestras familias y a nuestros niños sin dar señales de vida cuando más nos necesitan, es que no saben de la calidad humana que se mueve en el 0- 3”.

Raquel Graña Oliver

Childhood stories to build the future

In a small group of 3rd year of Early Childhood Education (CEIP) in Navarra, it was proposed to carry out a collection of solidarity initiatives, inspired by the Association of Threads of Peace. It was agreed to create personal notebooks (with the help of their families), in which to capture the gestures of solidarity that they discovered in their environment, aiming to save those stories and share them with the rest of the class. After the closure of the educational centers due to COVID-19, the proposal (now via telematics), was specified in the large number of this type of acts that have occurred during the quarantine, also contributing their own experiences and emotions.

From the CEIP, José María de Pereda has also tried to motivate students with an orientation template: the Diary of a Quarantine, where they describe how they are coping with confinement.

These narrative proposals are not exclusive to the educational field, but are also found on their own initiative. For example, Bosco, an 8-year-old boy, is creating a diary where he adds pictures, sensations, experiences, feelings and thoughts of confinement at home with his mother and grandmother. He decided that he wanted to share it with the world under the account @diariodeunninoduranteelcovid19.

At the international level, within the framework of the dialogues on Education, reflections have been made on schools and knowledge during these times of pandemic. In one of the conversations between Nicolás Trotta, Minister of Education of the Argentine Republic, and Francesco Tonucci, teacher and pedagogue dedicated to research, this idea arose: “Propose to the students to have a diary to record what they are living, so as not to forget and be able to tell it tomorrow”.

Memory plays a very important role in learning, as does the sum of various approaches and perspectives. We still have a lot to learn from the vision that our students have about the world and their ideas to improve it. The study "Confined childhood" offers some keys to know how they have lived this exceptional situation. It is very important to listen to them and take into account their needs and opinions, an essential part of society.

Judith Presa Flamarique

José is the grandson, nephew, and cousin of teachers, and at the age of 31 he works as a teacher of fourth grade students at the Nuestra Señora del Carmen School (Móstoles-Madrid). The pandemic crisis, that has led to the confinement of the population and the suspension of face-to-face classes, has forced the school to adapt its traditional educational methods, implementing innovative didactic mechanisms that strengthens the learning of its students and attracts their attention, even though it is behind a screen in the virtual classroom.

For this, this teacher used some wigs, clothes, and accessories that he had at home to create two characters known to his students: Quevedo and Albert Einstein. The first for Language and Literature and the second for Mathematics. With these two characters, he has created his own educational films, to which he has added graphics and photos and uses riddles and riddles; With all this, he has achieved very dynamic classes and has kept his students very motivated and interested. The robotics expert teacher, Jonathan Holgado, who teaches science classes to boys and girls aged six and seven, also records videos with special effects and has created a blog where he posts texts, letters, and audiovisuals that allow his students to follow the classes with interest and that their desire does not falter.

Numerous educational initiatives have been promoted, not only by teachers but also by psychologists, students, and education specialists in order to achieve dynamic and more accessible remote teaching. At the Autonomous University of Madrid, the “Educate with you” campaign has been carried out. This initiative provides school support and psychoeducational advice to families, students and teachers, from early childhood education to Professional Tertiary education, from a virtual platform and from a student or professional setup, who supports the child with academic activities and helps him / her maintain good physical condition. Also, families are oriented on how to carry out distance teaching-learning processes.

Likewise, a group of environmental, technological, and scientific organizations have created an educational platform called Escuela de la Tierra (Earth School) that provides educational materials such as videos, texts, and activities translated into ten languages on environmental protection. The Earth School is available for free on the TED-ED website, and aims to reach more than 500,000 teachers and students around the world.

More than 10 million school children -850 worldwide-, according to UNESCO data, have stayed at home, due to the quarantine. Online classes affect the learning of school children due to their low concentration and the stress that this new system creates on them. Learning through virtual means turns out to be an unknown scenario, which can affect the mental and emotional health of school-age children, which is why any initiative that allows solidarity to contribute to the creation of instruments for easy and effective broadcast reception of educational content will be of great value.

Claudia Gacitua

The right to education in times of pandemic: collective actions that make a difference

We were not prepared! Who imagined that a few days before COVID-19 appeared in our lives, all educational centers would be closed? This situation has had an impact on all students and their families, affecting very directly the quality of their individual and family lives. We also know that, once again, this impact has been uneven, deepening the gap between those who had and have good living conditions and have been able, for example, to “continue learning at home” thanks to technological resources and family support, and those who had neither one nor the other and, therefore, have not been able to do so because they live in vulnerable conditions.

Faced with this situation, what we want to highlight now is the willingness to care and to be in solidarity with so many people, organizations or companies that have specifically turned to supporting those who needed it most, according to their capacities and knowledge. We do not intend to make an exhaustive list, as we run the risk of not collecting everything that has been started, including those people who, anonymously, have done their best to help others. We only intend to share a small sample of these initiatives. For example, different actions have arisen in the face of the more than evident digital problem, not only trying to provide technological resources to students (Adelias Foundation, COVID-19 UAM or AdamoAyuda among others), but also training for teachers, students and families, cycle of conferences on education, interviews with experts from various fields, YouTube channels, Live on Instagram or free access to editorial materials, among others. Likewise, to respond also to the needs of families and students who were in situations of special vulnerability, different organizations and professionals have worked intensely to provide psychological support, school support, and have developed resources for daily life, coexistence or performance academic. To this have been added multiple resources provided, for example, by educational and psychopedagogical guidance teams (or urgent care).

Within this framework at the Autonomous University of Madrid, EducamosContigo.org has emerged an initiative in which students from different departments, Educators and Educational Psychologists from the Faculties of Psychology and Teacher Training and Education, the Higher Polytechnic School and other professionals and educators participate. Its objective is to accompany families, teachers, and students in this period of confinement and "new normal", providing both psycho-pedagogical and academic support. This monitoring is carried out electronically both individually by the people who request it, and through collaboration with different educational centers that request psychoeducational advice and school support for their students and teachers. The future that is presented is uncertain, and we also know that it is not yet written, but it depends, among many other factors, on the answers to these and other questions that challenge us as citizens and also as educators to whom we dedicate ourselves to in this endeavor.

Elena Pérez and Cecilia Simón

  • What picture-phrase do you keep? Has it been more suggestive? Why?

  • What emotions have awakened in you? A qué te invitan?


1. Losses in learning.

2. Increase in dropout rates.
3. Children who miss the most important meal of the day.

Fortunately, we are seeing a lot of creativity. The appropriate strategy in many countries is to use all possible teaching modalities using existing facilities.
This is also a time to develop socio-emotional skills and learn more about contributing to society as a citizen. School is not just about learning math and science; it is also about learning social relationships and interactions (and learning) among peers. The role of parents and the family, which has always been extremely important, now takes on much greater importance. Therefore, much of the help provided by the agents of education, working through radio, television and SMS messages should be directed to supporting parents, giving them advice and suggestions on how to better support their children in this complex situation.


02 COVID-19 and Education: Some Challenges and Opportunities



1. Losses in learning.

2. Increase in dropout rates.
3. Children who miss the most important meal of the day.

Fortunately, we are seeing a lot of creativity. The appropriate strategy in many countries is to use all possible teaching modalities using existing facilities.
This is also a time to develop socio-emotional skills and learn more about contributing to society as a citizen. School is not just about learning math and science; it is also about learning social relationships and interactions (and learning) among peers. The role of parents and the family, which has always been extremely important, now takes on much greater importance. Therefore, much of the help provided by the agents of education, working through radio, television and SMS messages should be directed to supporting parents, giving them advice and suggestions on how to better support their children in this complex situation.


02 COVID-19 and Education: Some Challenges and Opportunities



The other side of the pandemic: technological changes and opportunities in Education

Experts analyze the new scenarios caused by the pandemic.
What changes has covid-19 brought to the education sector? Which are really important and which are transitory? What awaits us when the pandemic subsides? Learning from the experience of the pandemic focused on the challenges of the current socio-health crisis.
The conclusions include that the changes we are experiencing these days are here to stay and that schools have begun to see the opportunity to renew themselves and rediscover the unique contribution that each one makes to their environment.
"Schools have become part of the daily life of society: family and school not only they go hand in hand, but have merged into a single concept," said the teacher.
"Covid-19 has opened the classrooms in such a way that teachers have been exposed, for better and for worse, and has made clear the need to connect with students through a more active learning that involves educating among all," he said.
Nacho San Román "Covid-19 has left the clear need to connect with students through a more active learning"
Antonio Milan explained that the current situation highlights the important task of the tutor to close the gap of the difference of opportunities by being aware of the real situation of each student at home with the resources that each student has to follow their learning process.
Now the education sector has the opportunity to reconnect with its projects and teams while transmitting its support to families and students with creativity.


Key 1

Key 2

Key 3

Key 4

Key 5




Dear teachers,

I am not writing you to tell you about what we have lived through, about the involuntary confinement to which we have been subjected, but about the world that looms after this crisis and how this will affect the task in education. To educate, it is essential to anticipate scenarios, since our purpose is to help the student understand the world to come, in which he will have to develop his life project. That requires, on your part, a great capacity for anticipation, and we can only project it if we are imaginative.

This crisis will be long-lived. After the confinement will come other restrictions on civil liberties, more surveillance and control. Social unrest, collective outrage, the despair of many people broken by the pandemic will increase and the moral of defeat will grow exponentially. In this grim scenario, the school must be a small lung of hope, a fragile ecosystem for reforestation of the soul.

Our life is being transformed and therefore what was useful, convenient and necessary before may not be so now, and even maintaining it at all cost can be negative. Because basically, for the students it is the same to go to school than not to go, to share team sports with their classmates who cannot do it…that the families are suffering or not, that the teachers have the student with their face in the classroom, than talking to a screen…We cannot insist that everything remains the same. Therefore, the school can become a reference of stability and security for children, adolescents and eventually for their families that is the one who understands that it is a new situation and that, to new challenges, new solutions are needed and to consider new paths. What do our students need now? How can we better combine curricular development activities and personal accompaniment? Are the teachers prepared or can we help them not to go on a desert journey alone? When time passes and look back at what we experienced, what would we like the students of our school to have brought in this difficult times? What about the families? And the faculty and staff?

2nd Key: It is time to BELIEVE in the NEW GENERATIONS and to ACCOMPANY

Dear teachers,

The task you have to develop is not easy. The post corona virus will be dark and fearful world, but the educational task requires, as an indispensable condition, faith in the new generations, in their ability to transform history. Neutralizing environmental pessimism, the blizzard of desolation that blows day and night is not at all comfortable, but the attitude, in a teacher, is decisive.

The essential thing is not what we say in the classroom, but the way we are in it, what we show through what we explain, the mental mood that they glimpse, lucidly, through a thousand interstices. They realize whether or not we believe in their future, whether or not we believe in them, whether we have hope or we are sunk in despair. We cannot hide every day and at all hours in the classroom. They are intelligent. They notice.

You will have to exude enthusiasm in the classroom, vitality in the classes, trust and confidence in the human condition, identify the inherent possibilities of each student so that he is able to cultivate them and contribute his intelligence to the society. Each of your students hides a treasure in their being, although sometimes we do not have the ability or patience to draw it out. Neither are they capable, many times, of recognizing and caring for it and, consequently, they succumb to the crisis of self- esteem or the worst of skepticism, which consists of ceasing to believe in themselves.

Pain, suffering, need to be accompanied. They need a serene look that conveys a deep “I am with you”, “I want to be close to you and do what is possible”. Schools that want to take care of their educational community have to think about how to open up communication channels to echo emotional needs; what figures can be kind faces for others, to build bridges of proximity and closeness to students, classmates and families, so that they can feel cared for by the school.

Among the communication elements in the accompaniment, the smile stands out as the central tool: the smile educates. The smile transmits acceptance to the person to whom it is smiled by the person who does it. The smile calms and gives confidence. The smile conveys to the child and adolescent that we believe in him or her. And in times of insecurity, knowing that there are those who smile at us calms us. We will have to investigate how to express a smile when wearing a face mask…

Final words:

I encourage you to develop this noble and necessary task that is the art of educating. I confess: educating is my passion, my true vocation. I am not neutral nor do I pretend to be. I feel emphatically attached to all of you who go out to the classroom every day and start teaching.

The post- coronavirus society needs you, like water in the desert, this army of invisible beings that leaves their skin in the classroom so that the youngest do not stop daydreaming.

If this confidence is frustrated, if this hope becomes vinegary, there is only room for nihilism and despair. And that is death.

You are important. Thank you. With esteem and respect,


Dear teachers,

It will be essential to develop in them a sense of resiliency. You must learn from the most vulnerable ones, who have been able to extract resources and skills from the depths of their being to survive in hostile contexts. The most vulnerable can teach us. Their example we can admire and can encourage us not to complain, not to succumb to the sing-song of lamentations. We have to learn from those most humiliated by life, who have been able to overcome and develop their life project. They are an example of strength.

This pandemic crisis is, in all likelihood, the greatest crisis you have experienced in your lifetime. However, other groups have suffered and overcome much deeper and longer crises over time. We have to listen to them and learn from them.

Resiliency will be essential to face this new world that is glooming. To activate this ability, it is essential to overcome the fall into paternalism. We cannot indefinitely keep our students inside artificial bubbles, in a privileged microclimate. The facility does not educate. What really educates, even if it is politically incorrect, is annoyance, since it stimulates practical intelligence and imagination.

The world that awaits you is cold and hostile, but, if you have acquired the courage of resiliency, you will be able to extract the latent potential that is in your beings to combat discouragement. They will have the courage not to be intimidated when the dragon of despair pokes its nose. And it sure will.


Dear teachers,

Educating always requires discernment. You cannot teach everything at once. It is essential to prioritize, distinguish what values, what skills and what knowledge will be essential to face this future, what intangibles must settle in the soul of the student so that he can overcome the obstacles of the world.

The school has often been criticized for remaining anchored in the past, for living outside the metamorphoses of the technological, social and scientific world. This criticism, although there may be something unfair in it, is an incentive to let go of the nostalgia, of the mere repetition of the past models, to discern what students really should know and master in order to face the world to come.

3rd Key: It is time to CREATE NETWORK and TO TRANSCEND…

Dear teachers,

All this that you will have to do cannot be done alone. Mutual help is wanted. In the future to come it will be more necessary than ever to create a network, to unite sensitivities, as the burden will be very heavy for a single back. This spirit of cooperation is a basic skill to pass on to your students

The crisis has made it clearly: individualism is stupid. It does not save lives, it does not solve problems, and it does not transform society. He for himself is a desperate outlet, but not a role model.

Conveying the need and the value to cooperate and activate the community spirit will be fundamental for them in this future that is coming. It will also be for you, to carry out your performance as teachers. When the temptation to ruin everything makes an appearance in consciousness, you will need more than ever the emotional support of the teachers.

We cannot be out of this crisis on our own, but we need to join forces and walk together towards a better world. It is, therefore, time to get out of oneself and look at the other and the Other, time to be able to trust that we have capacities and resources to put at the service of the community and move forward.

Excessive personal demand is usually unfair towards oneself and towards others: towards oneself because it does not allow us to value ourselves adequately; towards others because someone who is always in perfection is not possible, so the limitation of the other is labeled incapacity, not humanity. We must not lose the perspective of the process: we are in a constant process of growing and adapting. If we expect everything to work perfectly, if we do not allow ourselves to commit mistakes, the reality is a constant trap for emotional stability, and therefore, for the relationship with others. We can only build collaborative experiences through trust.

For believers, it is also a time to trust God. In a God who loves us and transforms us. The experience of knowing that you are loved, even in suffering, helps the human being to make sense of what he or she lives, promotes the best capacities to fight and move forward, prevents self- absorption that saddens and anchors in anguish.

In this time of the coronavirus, the Catholic school can reflect on what maybe the best way, depending on the reality of the school, to become a reference beacon for so many people grieving in their losses: let us continue to be creative, compassionate and fearless, knowing ourselves in the hands of the Lord, who cares for the lilies of the field.

  • What keys do I think are important?
  • What opportunities right now don't I want to miss?
  • What questions resonate inside me?


Actuar: Formar parte de la solución.

Empezar a movilizarse, pensar propuestas creativas y concretas para pasar a la acción. Te invitamos a dar ya un primer paso para formar parte de la solución.

En este encuentro reflexionaremos y dialogaremos sobre los dos primeros pasos: desvelar y enfocar. Lo ideal es que el tercer paso se pudiera reflexionar y dialogar en cada lugar, con los equipos directivos, en la comunidad, con otros profesores….

Al final del encuentro compartiremos todos los materiales por si ayudan a otros diálogos más locales. Sería bueno que la reflexión y el diálogo no terminen por aquí…. Al contrario, ojalá sea un diálogo para generar muchos otros….

To close

Of all that we have contributed,

- What have I discovered as a strong opportunity? Do I see anything very clear for my center?

- Do I see that it may be interesting to share this reflection or part of it with the cloister? What can you give us? Where would it take us?

- With which questions I want to continue reflecting...

- What do I want to thank for the dialogue?

With your PC or your telphone go to:


and write the code 75 65 54 0

Write three words que recojan lo que ha sido para ti este "Diálogo ADC".

Recogemos nuestro primer diálogo educativo adc utilizando la herramienta visual thinking:

Nuestro diálogo ha sido...


1. Libro: “QUE LO ESENCIAL DEJE DE SER INVISIBLE” Una campaña sobre iniciativas de solidaridad durante la pandemia de la COVID-19

2. Libro Pacto Educativo Global

4. Carta a las Maestras Francesc Torralba (del libro "Vivir en lo esencial: ideas y preguntas despuésde la pandemia"

3. Artículos de la web sobre el tema

5. Artículo "Covid-19 en la Escuela. Una nueva manera de hacer, de estar... ¿y de ser?. Virginia Cassigal. Revista Educadores

A las maestras

Queridas maestras:

Os escribo esta carta sin conocer cuándo empezará el día después. De momento, estamos todos metidos en nuestras casas practicando el confinamiento que exigen las autoridades sanitarias, pero estoy convencido de que vendrá el día después.

La crisis no solo ha puesto patas arriba la economía local, nacional y mundial, la vida laboral, social y política de los ciudadanos, sino que también ha socavado los cimientos más profundos de la vida escolar.

Durante este período de confinamiento habéis tenido que bregar con las tecnologías de la información y de la comunicación. Os habéis visto obligadas a romper rutinas, a abandonar el aula y los pasillos del colegio, las tutorías y los espacios comunes, como la querida sala de profesores. Solas, frente al teclado, habéis tenido que bucear por el magma telemático y enseñar desde ese nuevo hábitat.

Los que amamos la oralidad y la gestualidad, el libre movimiento por el aula y la interacción socrática con los alumnos nos hemos sentido amputados como maestros. Hemos experimentado una profunda limitación de nuestras habilidades cuando hemos buceado por este océano digital, pero debemos reconocer que, gracias a este ensamblaje de cables, teclados y enchufes, hemos sido capaces de vencer los obstáculos y mantener el vínculo educativo con nuestros alumnos. Y eso es lo fundamental.

No os escribo para hablaros de lo que hemos vivido, del encierro involuntario al que hemos sido sometidos, sino del mundo que se vislumbra después de esta crisis y de y de cómo esto afectará a la tarea educativa. Para educar es fundamental anticipar escenarios, pues nuestra finalidad consiste en ayudar al educando a comprender el mundo que vendrá, en el que tendrá que desarrollar su proyecto vital. Eso exige, por vuestra parte, una gran capacidad de anticipación, y solo podemos proyectarlo si somos imaginativos.

Esta crisis será longeva. Después del confinamiento vendrán otras restricciones a las libertades civiles, más vigilancia y control. Aumentará el malestar social, la indignación colectiva, la desesperación de muchas personas rotas por la pandemia y crecerá de modo exponencial la moral de derrota. En este panorama dantesco, la escuela deberá ser un pequeño pulmón de esperanza, un frágil ecosistema de reforestación del alma.

No es fácil la tarea que tenéis que desarrollar. El mundo poscoronavirus será un mundo oscuro y temeroso, pero la tarea educativa requiere, como condición indispensable, fe en las nuevas generaciones, en su capacidad para transformar la historia. Neutralizar el pesimismo ambiental, la ventisca de desolación que sopla día y noche no resulta nada cómodo, pero la actitud, en una maestra, es decisiva.

Lo esencial no es lo que decimos en el aula, sino el modo como estamos en ella, lo que mostramos a través de lo que explicamos, el talante anímico que ellos vislumbran, con lucidez, a través de mil intersticios. Se dan cuenta de si creemos o no en su futuro, de si creemos o no en ellos, de si tenemos esperanza o estamos hundidos en la desesperación. No podemos disimular todos los días y a todas horas en el aula. Son listos. Se dan cuenta.

Tendréis que inocular entusiasmo en el aula, vitalidad en las clases, confianza en la condición humana, identificar las posibilidades inherentes a cada educando para que este sea capaz de cultivarlas y de aportar su genio a la sociedad. Cada uno de vuestros alumnos alberga un tesoro en su ser, aunque a veces no tenemos la habilidad ni la paciencia para entresacarlo. Tampoco ellos son capaces, muchas veces, de reconocerlo y cuidarlo y, en consecuencia, sucumben a la crisis de autoestima o al peor de los escepticismos, que consiste en dejar de creer en sí mismos.

Todo esto que tendréis que hacer no se puede realizar en solitario. Se quiere de la ayuda mutua. En el futuro que viene será más necesario que nunca crear red, unir sensibilidades, pues la carga será muy pesada para un solo dorso. Este espíritu de cooperación es una aptitud básica para transmitir a vuestros alumnos.

La crisis lo ha puesto de manifiesto de un modo diáfano: el individualismo es una estupidez. No salva vidas, no resuelve problemas, no transforma la sociedad. El sálvese quien pueda es una salida desesperada, pero no un modelo que seguir.

Transmitir la necesidad y el valor de cooperar y activar el espíritu de comunidad será fundamental para ellos en este futuro que se avecina. También lo será para vosotras, para llevar a cabo vuestro desempeño como maestras. Cuando la tentación de mandarlo todo al traste haga acto de presencia en la conciencia, necesitaréis más que nunca el sostenimiento emocional del claustro.

Educar siempre exige discernir. No se puede enseñar todo ni de golpe. Es fundamental priorizar, distinguir qué valores, qué habilidades y qué saberes serán indispensables para enfrentarse a este futuro, qué intangibles deberán sedimentar en el alma del educando para que pueda vencer los obstáculos del mundo.

Con frecuencia se ha criticado la escuela por quedarse anclada en el pasado, por vivir ajena a las metamorfosis del mundo tecnológico, social y científico. Esta crítica, aunque en ella pueda haber algo de injusto, es un acicate para des- apegarse de la nostalgia, de la mera repetición de modelos pretéritos, para discernir qué es lo que realmente deben saber y dominar los alumnos para enfrentarse al mundo que viene.

Será indispensable desarrollar en ellos el sentido de resiliencia. Deberéis aprender de los colectivos más vulnerables, que han sabido extraer del fondo de su ser recursos y habilidades para sobrevivir en contextos hostiles. Los más vulnerables nos enseñan. Su ejemplo nos admira y nos estimula a no quejarnos, a no sucumbir al sonsonete de las lamentaciones. Tenemos que aprender de los colectivos más humillados por la vida, que han sido capaces de sobreponerse y desarrollar sus proyectos de vida. Constituyen un ejemplo de la fortaleza.

Esta crisis pandémica es, con toda probabilidad, la más grande de las crisis que habéis sufrido a lo largo de vuestras vidas. Sin embargo, otros colectivos han sufrido y vencido crisis mucho más profundas y dilatadas en el tiempo. Tenemos que escucharlos y aprender de ellos.

La resiliencia será indispensable para enfrentarse a este nuevo mundo que se vislumbra. Para activar esta aptitud resulta imprescindible superar la caída en el paternalismo. No podemos mantener indefinidamente a nuestros alumnos dentro de burbujas artificiales, en un microclima privilegiado. La facilidad no educa. Lo que realmente educa, aunque sea políticamente incorrecto, es la contrariedad, pues esta estimula la inteligencia práctica y la imaginación.

El mundo que les espera es frío y hostil, pero, si han adquirido el valor de la resiliencia, serán capaces de extraer el potencial latente que hay en sus seres para combatir el desánimo. Tendrán el coraje para no amedrentarse cuando el dragón de la desesperación asome el hocico. Y seguro que lo hará.

Os animo a desarrollar esta tarea tan noble como necesaria que es el arte de educar. Lo confieso: educar es mi pasión, mi verdadera vocación. No soy neutral ni lo pretendo ser. Me siento empáticamente unido a todas y todos los que a diario salís al aula y empezáis a enseñar.

La sociedad poscoronavirus necesita, como agua en el desierto, este ejército de seres invisibles que se deja la piel en el aula para que los más jóvenes no dejen de soñar despiertos.

Si esta confianza se frustra, si esta esperanza se avinagra, solo queda lugar para el nihilismo y la desesperación. Y eso es la muerte.

Sois esenciales. Gracias. Con estima y respeto, Francesc