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●    Review: "Educación en pandemia. Guía de supervivencia para docentes y familias [Education in a pandemic. Survival Guide for Educators and Families]," by Mariana Maggio (Buenos Aires, 2021), Paidós Publishing House.
Given the cultural changes that demand a review of the ways of thinking about teaching in the current times, the book "Education in a pandemic. Survival Guide for Educators and Families" by Mariana Maggio offers powerful inspirations for those educators who daily work to transform education. The scenario of the COVID-19 pandemic and the profound revolution produced in school life is the starting point for a deep reflection on the pressing need for changes in education and the role of technologies in a world where the virtual connection has become a central part of life experience. Throughout its pages, the book expresses a strong conviction: as Alessandro Baricco indicates, it is not possible to continue educating without considering that the reality we live is guided by a double driving force—physical and virtual—and that the identities of the subjects today are built simultaneously in those two spheres. From this perspective, digital inclusion is transformed into a universal right and becomes an essential requirement for any change that enables to merge the current cultural trends with teaching, build experimental proposals and, at the same time, educate to develop a critical view of the new forms of power and control emerging from that technologies.
In her book, Maggio develops a solid pedagogical and political framework to think about education in a pandemic, but also to imagine a near future in which classrooms will be open again. This framework introduces a new challenge for educators: the ability to generate proposals simultaneously developed in the physical and virtual world, and to make challenging, as well as exciting experiences, developed both face-to-face and online. 
In the horizon of educational transformation proposed by Maggio, the curriculum approach throughout transformative projects and actions is a key aspect, now located at the centre of school life and not on the periphery of the isolated and partial initiatives of some innovative teachers. Opposing the model of fragmented knowledge and the classic linear and progressive sequence, Maggio highlights the potential force of projects to give new meaning to school learning thanks to promoting the intervention in the community and for it, the construction of critical analyses of the society and its problems, the exchange with experts and with multiple social partners, and the collaboration between institutions to expand them. 
Providing a large number of concrete examples—in many cases, referring to service-learning experiences, even if they are not identified as such—, the book depicts how thinking about a curriculum based on transformative projects and actions can be the path that leads to a strong connection with the curricular contents, the interdisciplinary approach and also the genuine integration of technologies. Whether they are concerned with providing answers to environmental issues, designing road-safety campaigns or creating apps to prevent bullying or harassment, the projects have a possible face-to-face and virtual modality, according to the very nature of their actions and productions to be developed. This conviction confirms the premise of the starting point: the reasons that justify this simultaneity are cultural and are connected with the mental revolution experienced by contemporary societies.  If we live in two worlds at the same time and knowledge is acquired in the same way, will it be possible to continue teaching in only one of them? 
To conclude this work, helpful guidance is offered to sustain the reinvention of teaching in a horizon of transformation beyond the present critical scenario. The challenge is great, and therefore, Maggio remarks, there is no way to think about it but collectively, through cross-institutional collaboration and joint work with peers, the community, field specialists and political authorities. More than ever, the uncertain scenario left by the pandemic requires joint work and networking, a dialogue that allows us to reach agreements, and the engagement of each teacher to work hoping to ensure each of our students the right to education.
More information and book extract [in Spanish]:
Reviewed by Ángeles Soletic (CLAYSS)

●    "Siembra y cosecha. Manual de Evaluación Participativa [Sowing and reaping. Manual of Participatory Evaluation]." Esteban Tapella, Pablo Rodríduez Bilella, Juan Carlos Sanz, Jorge Chavez-Tafur, Julia Espinosa Fajardo. Published by The German Institute for Development Evaluation (DEval). Prepared by the Participatory Evaluation Network, coordinated by the National University of San Juan, Argentina, with support from the National Scientific and Technical Research Council (CONICET), Argentina, and the Federal Ministry for Economic Cooperation and Development (BMZ), Germany. Free download [in Spanish]:

●    We remind you that all the material of the 23rd International Service-Learning Conference, as well as the videos of the meetings, are now available for reference. You can access our webpage and click on "materials." 

●    The meetings of the I Global Symposium of the UNISERVITATE programme are available on our YouTube channel: On the other hand, presentations by international specialists who participated in the event can be found (and downloaded) on the Uniservitate website: 
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