The outbreak of COVID-19 forced the countries of Latin America and the Caribbean to generate multiple educational responses to provide continuity to the established curricula. However, beyond government policies and proposals from international organizations, There are ideas, experiences and projects to face the crisis, has taken into consideration the context experienced by students within schools and educational communities. In this document we use the metaphor of the journey to comment on some elements regarding the work of teachers in the context of the pandemic, focusing in particular on an experience of collaborative work and participatory curriculum construction that took place in a private subsidized school in the metropolitan region of Santiago of Chile. Moreover, we consider the structural conditions of the Chilean education system that have been decisive in making this journey a much more complex one.
Guerrero Lacoste, S., & Cárdenas Alarcón, C. (2021). THE BANKRUPTCY ON THE EDUCATIONAL HIGHWAY: A CURRICULUM TO CONTINUE WITHOUT STOPPING OR TO CHANGE COURSE?. Revista Enfoques Educacionales, 18, 144–165. https://doi.org/10.5354/2735-7279.2021.65053
