I learn at home: a retrospective view between educators and support team about an educational-community intervention device of Red Andando

Abstract

Generally, community proposals working with and for childhoods tend to be thought of as a homogeneous universe and this idea contributes to make them invisible and erase their history. With the aim of problematizing such over-simplification, this article recovers how and with what criteria, popular educators and the support team of the Red Andando (Merlo-Moreno) community center have planned and developed a distance teaching proposal during the first year of isolation and preventive compulsory social distancing for 1580 children between 45 days and 5 years old. Through participant observation in their training workshops, in-depth interviews and the analysis of documented materials (books, videos, virtual meetings recordings), we will analyze, from the actors’ point of view, what interventions and perspectives guided the project.