Emergency Pedagogy🔥🌨️🌪️⚡🐍🦂🕷️ 🐝🔌 🚫
It is a conception of teaching-educational processes, systems and products, which seek to attend and address the situational problems of a group or collective (indigenous village, neighborhood, rural colony, etc.); It means that the selected educational dynamics (classes, workshops, projects, etc.) are seen/focused on eventual and emerging needs that occur in the context (floods, refugees, pandemics, etc.).

Despite the paradigms of diversity, inclusion, and a potpourri of pedagogical currents, in the formal educational system (se) the schooling of intelligence, 'normalization', and the much feared 'banking pedagogy' focused more on content teaching, than in the learning of skills (cognitive and cognitive).

The significance of learning lies in the immediate social utility of what has been learned, and how much this impacts on improving the quality of life of collectives/groups or subjects.

Far then from meritocracy and papyrocracy (certification phenomenon), Community Education (Non-Formal), focuses on subjects excluded from the system or with discontinuous traces of schooling.

In this context, in dynamics that do not contemplate age structures or grades, the objective of the educational intervention lies in working on learning strategies, study techniques, and social and intellectual competences from and from 'curricular' contents adapted to the needs specific to the context (dumps, indigenous villages, rural colonies, gypsies, diasporas, evacuees, refugees, etc.)

This is nothing more than, educationally addressing the need for functional and executive tools of 'that' community (and at that time).

This implies, for example, working on Primary Health Care (PHC), Comprehensive Sexual Education (Sexually Transmitted Diseases), purifying water, disease prevention, etc. from the teaching of the Cs. natural.

Respect for the Language, the dialects, and sometimes even the beliefs of the Culture, while Rights (Human and Children) or Laws are taught (to provide regulatory tools in cases of Abuse, Violence, Gender, etc. ), example of topics addressed from the Cs. Social.

The didactic instantiations seek to address structural and conjunctural problems, with pedagogical times in accordance with social rather than administrative dynamics (school calendar). Situations such as harvests, harvests, floods, cultural festivities must then be addressed, and work sequences designed that are not affected by them.

In these contexts, despite combating and reporting child labor (another example), the process is gradual and one must be aware that, for some families, the educational space is not valued, and affects the workforce provided by a child in the family economy, which may imply the abandonment of the educational space by the minor.

This type of educational work must ensure the principle of secularism (no political-partisan or religious affiliation) and be understood as a process of joint construction with community actors, from which Public Policies for attention and containment can be generated and projected, ( re)institutionalizing the subjects in public-state systems, to avoid depending on the wills or possibilities of individuals or private groups.

Only the State can guarantee (and must ensure) permanent attention, since it is forced to do so, with the allocation of permanent human and material resources.

Community action must be the way to, and not the end of.

In summary, Emergency Pedagogy must design, develop and implement didactic-pedagogical strategies, from a 'curricular' that contemplates the conjunctural and manifest problems of the group.

It forces one to get rid of labels, stigmas and ethnocentric and/or Eurocentric prejudices, to contemplate bilingualism and interculturalism.

It forces the design of safety and hygiene protocols (work with contagious infectious diseases: dengue, leprosy, scabies, HIV, and immunosuppressed children, in contexts with pathogenic vectors: garbage, insects, etc.).

Class on Thermal Alerts (Cold) and Water Alert (care/conservation of drinking water)

Alerts issued by the provincial authorities.

PSYCHOPROPHYLAXIS

These supports, which can (also) be understood as part of a Therapeutic Accompaniment process, frame Accessibility and Usability in a teaching strategy that aims to break down/minimize cognitive-cognitive and physical-sensory obstacles, referring to the understanding of actions/procedures. , especially those that (invasive) in their perceptual-sensory incidence can be placed within: Sensory Saturation (for example, the pressure on the arm of a tensiometer), linked to Pain Thresholds (Vaccine, Injectable, etc.), Accessible Language (for not 'frighten'), etc.

The development of alternative/complementary strategies and/or resources, whether ideo-visual, or tactile-perceptive, dynamic and/or static, require this type of innovation (ideal for Therapeutic Centers, Home and Hospital Modality, Pediatrics, etc.) allow for personalized support (Person Centered Planning).

Psychoprophylaxis can then be defined as: a series/"set of strategies/teachings that, as anticipators, provide advice, accompaniment and/or education, as specialized help/support capable of in turn teaching processes of (self)intervention (example: placement gauze, probes, catheters, bandages, etc.).

Education (in the case of adolescents and/or adults) provides a way of exercising autonomy, providing PwD with a functional reference to prevent abuse/malpractice by caregivers, and possibly (depending on situations and diagnoses) less dependency of assistance.

Thus, it prevents forms of violence (real and symbolic, conscious or unconscious), in this case physical-linguistic and attitudinal,⁰ as well as psychological damage (traumas and phobias).

As an Intervention Model, it foresees an educational/training dimension that in parallel provides specialized/specific aid that undoubtedly contemplates factors of the GENCAT Scale.

From being a proposal that respects the Mental Health Law (Argentina), to considering access to psychological aid, Psychoprophylaxis culminates by referring to understanding, autonomy and self-determination, going through 3 (three) key elements of medical care: informed consent , security (emotional) and intimacy.

Covering in its (pedagogical) conception the promotion of assistance and prevention, as a mechanism of form/mode/means of therapeutic response that in itself (itself) encompasses: organization, structuring, predictability, and is/are configured as facilitator/s.

Its conception from concrete material/s (factual/concrete thought), even highly functional in Visual Impairment (Blindness and Low Vision), allows access to information that can not only avoid emergent reactions of resistance and crisis, but also (it is ), including teaching routine performances.

The material that exceeds in accessibility the (mere) simple instruction and/or drawing, can even become an element of communication aid in intercultural-bilingual contexts (Native/Indigenous Peoples) or in circumstantial cases such as assistance to a foreigner (who manages another language).

These therapeutic-didactic inputs, fundamental as an interpreter in/of Sign Language and/or Translator (of native or foreign language), seek functionality (methodological-operative) in the face of Functional Diversity/Neurodivergences within the precepts of Primary Care of Health (APS).

Drawings, PECS, signage, bimodalism, everything is combined to guarantee access to Health (Human Right, Child Rights Convention Pc/Disability).

This type of didactic instantiation considers proprioceptive factors and sensory integration, plausible instances of being carried out with low/null cost elements (handcrafted/recycled) which in turn (con)form a resource bank for (the) teaching of anatomy, physiology, biology, etc.; It provides a practical-procedural dimension (methodological, extending the ARASAAC System from the plane to space (which represents a plus in the aforementioned Cognitive Accessibility).

With materials that are easy to transport (low/zero weight), repairable at almost zero cost, easily (re)producible, and with hygienic designs that in turn respect the principles of ubiquity, proportionality, laterality, and (vero)similarity, this artisan didactics added to the (re)use/recycling of instruments, makes a viable, relevant and impactful conception for CAPS, CICs, EPIs, Schools, etc.

DISABILITY

EARLY / TIMELY STIMULATION

SENSORY INTEGRATION (Proprioceptive and Vestibular Systems)

LANGUAGE (CAA/ PECS/ Pictograms, Sign Language/ Bimodalism - Slang)

PSYCHOMOTOR (from the Pedagogical: hand-eye coordination, laterality, depth perception, etc.)

Cleaning and care of Orthopedic and Therapeutic elements (Orthotics and Prosthetics)

Bedsore Prevention

Works on Neurodivergences / Functional Diversity 🕶️ 🧑‍ 🧑‍

COMPLEMENTARY:

Haircut 💇

Nail Cut 👆

Adaptation of Clothing / Clothing

CHARACTERISTICS OF THE AREAS OF INTERVENTION

INTERCULTURAL-BILINGUAL - BORDER-MIGRATIONS

Our task/proposal is developed in Intercultural-Bilingual areas of the Border 🇦🇷🇧🇷🇵🇾 (Argentina, Brazil and Paraguay) and Tekoas Mby' a Guaraníes (Indigenous/Original).

The interventions imply activity in Guaraní, Spanish, Portuguese (and/or "Portuñol") and Sign Languages ​​(Argentine Sign Language/LSA

It implies work with migrants (Brazilians and Paraguayans) and the coexistence of diversity of idiosyncrasies and cultural and social traits, added to the Educator who came from Uruguay 🇺🇾.

It presents an enclave between external and internal migrations (movements within the province of MISIONES 🇦🇷 due to seasonal/labor issues: tarefa (yerba 🌿), tobacco 🍂, cassava 🍠 and the timber industry .

It should be made clear that these are areas marked by Smuggling, Drug Trafficking, presence of Child Labor and incidence of Trafficking/Trafficking in Persons (Prostitution and Rural Work).

Low-cost and resourceful provision of therapeutical as well as pedagogical services to children in remote areas

Caminos de Tiza by Escuelita Ambulante, Argentina: Provides support in remote areas, focusing on early disorder detection and assistive devices. Reached 14 communities and 365 children in 2023, training 10,000 teachers from 2014 to 2023.

Caminos de Tiza, run by the Argentine NGO Escuelita Ambulante, delivers therapeutic and educational support to disabled individuals in isolated areas along the Argentina/Brazil/Paraguay border. This programme emphasizes early neurodevelopmental disorder detection and assistive device provision, focusing on underserved indigenous communities. Entirely funded by donations and in-kind support, Caminos de Tiza reached 14 communities and 365 children in 2023, and has trained some 10,000 teachers from 2014 to 2023.

Problems Targeted

In countries with extremely remote regions and for indigenous communities there is a lack of therapeutic, pedagogical, and educational services for children with disabilities.

Solution, Innovation and Impact

Escuelita Ambulante's Caminos de Tiza, utilizing a mobile bus, offers therapeutic and educational services to children and youth with disabilities in remote rural areas of the Argentina, Brazil, and Paraguay border region, focusing on indigenous communities. The programme integrates various educational methods, including rural, special, and intercultural bilingual education, in four languages: Guarani, Spanish, Portuguese, and sign language. Its curriculum covers literacy, hygiene, primary care, sexual health, orthopaedics, assistive technologies, and early intervention. Caminos de Tiza also trains parents, caregivers, and teachers in recognizing neurodevelopmental disorders and maintaining therapeutic orthopaedic equipment. The project emphasizes stress reduction, sensory saturation management, cognitive accessibility, and medical methods. It also addresses autonomy and primary health care aspects, such as the use of nasogastric tubes, catheters, and dental hygiene. Founded by two volunteers with disabilities, the programme educates families on handling disabilities, providing resources and materials for continuous therapeutic/pedagogical support. It reaches people through community references and social networks, covering indigenous communities, rural areas, and impoverished neighbourhoods in Argentina’s north-eastern region. Staffed by volunteers without external funding, Caminos de Tiza ensures service quality through public accountability, academic contributions, and community-based management.

Funding, Outlook and Transferability

Escuelita Ambulante Caminos de Tiza, founded by two individuals with disabilities, operates independently without significant funding or public sector support. The organization primarily leverages social networks to attract sponsors and benefactors, securing donations including food, therapeutic, orthopaedic, educational, and pharmacological supplies. Notably, Caminos de Tiza takes pride in its autonomy from government assistance. However, it has significantly influenced government policies regarding child care and education in remote areas, with aspects of its approach being adopted in public caretaking services. 

On Disability:
Teaches uses (care and hygiene) of orthoses and prostheses, Early-Timely Stimulation, Psychomotor Skills, Sensory Integration, and develops in areas of Illiteracy and linguistic diversity such as Native Peoples, Border areas (we teach classes in four languages: Guaraní, Spanish, Portuguese and Sign Language), Ideo-visual material for understanding procedures or pharmacological consumption (dose, dosage, etc.).

It then provides a Pedagogical model (highly functional, for example during the COVID-19/Coronavirus Pandemics).
Records, videos, links, scientific, academic and didactic contributions, as well as impact on Public Policies can be seen at: www.facebook.com/caminosdetiza/ www.escuelitaambulantecaminosdetiza.webador.com)

We work on Signage (recognition of products by visual semiotics: corrosive, electrical, toxic, flammable, etc.) to avoid domestic accidents.

Semiology (to recognize symptoms and symptomatologies for early detection of health problems and specialized medical consultation).

It is based on a Therapeutic-Orthopedic-Pedagogical, Itinerant intervention, applicable in/to territory, which leaves Installed Capacity, allowing continuities and sequences of intervention by providing subjects and/or referents with strategies and resources (low/zero cost). in response to Sanitary/Health needs.
Designs low/zero cost materials and strategies (Artisan) for Psychomotor Skills, Early Stimulation - Timely and Psixoprophylaxis, which generates resource banks for professionals.
It allows an educational - preventive model adaptable to contexts such as refugees, displaced people, post-catastrophes, even in war conflict zones, in addition to providing a response (mainly in attention to Functional Diversity/Disability) in transhumant communities.
With this format, the Community School is transformed into a Primary Health Care Center from the Educational point of view, and its mobile dynamics allows the early detection of markers / indicators for specialized consultation (sexual abuse, domestic violence, malnutrition, Neurodevelopmental Disorders , etc.).

As Health Promoters, the achievements of reducing cases of Zoonoses and Parasites, Mortality and Child Malnutrition, eradicating teenage pregnancy, and the achievement of relevant psycho-motor achievements (documented) adding complementary processes - alternatives in Sign Language, Braille , Augmentative Alternative Communication (which allows the Inclusion of People with Disabilities). Our impact reaches the achievement of 100% of vaccinated children, the development of Public Policies such as the use of Pictograms in Hospitals or municipal ordinances of care in/for disability.

The Model has been highlighted by the United Nations and the Organization of Ibero-American States, for example, for its functional applicability.
We firmly believe that outside of scientific research, apparatus, experimental treatments or pharmacological development, fields at the central level of medical-clinical contributions, expand the conception of contributions to health to educational interventions, distinguishing a model of Therapeutic-Pedagogical intervention would generate a precedent and example, that more and new Institutions and Organizations would attend to this dimension of prevention and Primary Health Care, and Psychoprophylaxis.

SUSTAINABLE DEVELOPMENT GOALS