Teacher training in the state of Chihuahua: Between the health challenge and teacher resilience

The article proposes to recover the response of the Teacher Training and Updating Institutions in the state of Chihuahua regarding the various challenges imposed by the Coronavirus Disease (COVID-19). The qualitative exercise analyzes the experience of 10 institutions based on the voice of their students, teachers, and principals regarding changes in academic, administrative, and organizational processes. It is concluded that the pandemic has affected each institution in different ways and with diverse intensity. Despite the achievements, the experience analyzed reveals the relative success of using virtual platforms in the face of three basic conditions: connectivity, technological competencies, and socio-emotional skills of the teaching staff. It highlights the importance of implementing tutoring, resilience, or awareness actions of teachers and students' needs, feelings, and sufferings. It is opportune to recover the experiences of other institutions and to question especially students, thesis students, and graduates.

Resist the Covid-19. Intersections in Education in Ciudad Juarez, Mexico

In 2020, Mexico faced the new coronavirus disease declared as a public health emergency of international importance. In response, during the month of March the Ministry of Public Education and the Ministry of Health implemented a set of measures to prevent and contain the spread of the virus. The objectives are: first, to identify the actions implemented by the Mexican government, and to analyze its pedagogical, social and economic implications. A qualitative documentary exercise was carried out, it allowed the location, classification, selection, analysis and comparison of various documents. As a result, three priority actions and 20 primary care measures were identified for their implementation throughout the national territory. It was found that the closure of the schools revealed a set of challenges for the educational authorities, teachers and families, while the execution of these measures is configured in a network of educational, social and economic circumstances that deep in educational inequality. It is concluded that schools and teachers are key agents in health containment, however, the conditions of the schools and the socioeconomic characteristics of the communities define the experience of prevention and confinement.