Interesting experience on “re

The educational jurisdictions of the country promoted actions during this year of inclusive education to guarantee the accompaniment and strengthening of school trajectories, once the isolation ordered by the coronavirus pandemic has been overcome.

Regarding the system applied in the area of ​​the Valle Inferior School Council, the supervisors of the secondary branch Débora Crisol and Alberto Ruiz explained to NoticiasNet the details and keys of the experience developed in 2022 on this new pedagogical alternative for inclusion.

“A survey was carried out to find out the situation of the students. We were investigating and thinking about a device to generate a ‘re-linkage’ of the students, summoning the families. Once the isolation was over, we could notice a certain fear at the moment of return to the classrooms and this was the same for everyone, for the boys, the teachers and the managers, they explained.

They took note that “several students had lost a family member and also in the night shift we noticed several cases of suicide attempts. It was very difficult for us because after the pandemic context we were able to notice various scenarios, such as pain, loss, fear, phobias, self-harm, which is why the mistake was to return as if nothing had happened.”

The supervisors pointed out that “a more calibrated look was needed with this new scenario, which is why we had a meeting with the Ministry of Education to raise this situation and so that a review of the actors participating in this ‘re-linkage’ can be made. That is why we seek to get together with the student groups to listen to them and find out how they look at and see the school.”

Crisol emphasized that “the meeting was very enriching and allowed us to know which path we have to take. We found that we had to emphasize the emotional part, because we saw that there were students who were not well. What made us click was the violence that we could see among the students, which is why we began to carry out work to work on emotions”. For example, “very interesting workshops to work on family violence” were organized.


They indicated that “we were clear that we did not want the boys to be locked up again, so with the teachers they began to plan work to be done outside the classroom. From there we started the school year generating educational proposals that address this new scenario , with the need not to repeat a confinement because it was the same as being inside your house repeating situations of phobia”.

They recounted that “the students went to the schools knowing that they already had a scheduled activity, with a project that had already been approved. When we summoned the children and families to the schools, it was to offer something different and that was the look for the post-pandemic”.

Night schools and a different look

“In the case of adults who attend night schools, it was different, because they wanted to be in the classroom and not go out so much. They have a different look, because they prefer to meet up with friends, classmates, and be calm.”

They clarified that “this new proposal for the ‘re-linkage’ is in its beginning and we have to continue working hard for next year. We will see how it goes with the deepening of this project.”

Accompaniment and situations to review

They revealed that “we had groups that work in isolation, that’s why we summoned a psychologist who rotated in the schools. Everyone knew that she was there to accompany the emotional part and the time she was there was very good because of what could be generated.”

“In these meetings we were able to find out that there was a student in a school who had been abused since she was 15 years old by her older brother and who was still living with him. There were very serious things that were covered up, that’s why the content of the ‘relinking’ ‘ is very broad,” they said.

Regarding emotional accompaniment, they pointed out that “from the student centers the students are asking for more professional accompaniment, because the teacher knows some things but cannot handle emotional situations. When you open the door you have to take care of what is behind it, so when the teacher is left without that tool is when we need another profile”.

Regarding the latter, they concluded that “for this we are thinking of an institutional accompaniment, so that the student and the family have another type of approach during the school process. Today the emotional goes through everything and we cannot think of a learning environment if we do not have the conditions, because we are going to be talking to people who are emotionally in no condition to learn”.

Interesting experience on “re-linking” of students with post-pandemic schools | NoticiasNet – Information on Rio Negro, Patagones and the coast.