Towards a synodal approach school

Abstract

Science lives on education; any censorship opposes it. Teachers at all levels have led education on the roller coaster of the unprecedented, avoiding a head-on collision in the face of emerging needs. Sustained fragility during the pandemic was rebuilt, reinforced by the immunological resistance of the resilient power found in the dna of each professional. The complexity developed different epistemological positions; it was necessary from the praxiological reality to produce different instruments of intervention according to the field, level, and territory. It was also necessary to think about new links among institutions of different levels, where the University approaches the schools and vice versa. A worldview was generated, a fabric of events, actions, interactions, feedbacks, determinations and hazards were turned into contingency plans and projects for pedagogical continuity. It was necessary to make more flexible regulations and strategies for accompanying the teachers and the trajectories of students traversed by the difficulty of accessibility and connectivity in order to achieve a framework of social justice in a problematic and adverse context.