ABSTRACT
The COVID-19 pandemic and particularly, mitigation measures taken by government institutions in Mexico, such as the closure of all schools at all levels of education, have brought strong regressive consequences in terms of both education and gender equality. In this paper, we start from a theoretical framework of gender and family to analyze, along with the negative repercussions of this measure (especially for women and children), an embodied experience of upbringing and community education in Mexico. This experience seeks to preserve educational and labor rights violated by school closures such as sociability, guardianship and custody of minors, the right to a life free of violence, work-life balance, among others. Our aim is to suggest some keys for an ecofeminist and community solution to the education crisis in this country. (English) [ FROM AUTHOR]