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This publication is a tribute to the legacy of Paulo Freire, Brazilian educator and a world reference in the field of Education, with proposals for the development of critical thinking, inclusion, with methodologies such as action-reflection-action, the value of questions and essential dialogue for the development of autonomy, democracy and citizenship. Freire is mainly known for adult education, we met him in Peru for his contribution to literacy campaign in the Peruvian Educational Reform, later we shared in Nicaragua where I was requested by Unicef ​​to develop the CEPNES Non-Formal Children's Education Centers. This year is the 91nd anniversary of the first kindergarten in Peru and 50th anniversary of the officialization of Early Childhood Education in Peru. I present Paulo Freire's vision for early childhood education, prioritizing understanding and listening to the voices of children. Especially in this world crisis due to the COVID 19 Pandemic, I prioritize the proposals of Community and Popular Education based on the contribution of Paulo Freire and the implications in the interactions with the community and the perspectives of teacher training. The topics mentioned above are currently of urgent reflection, the crisis of the educational system, the realities of the national context imply the search for answers to the great question: what is education? What role does it play, what vision guides teaching and learning process? What is the use of current education system? How much we know our population context. Key word: Paulo Freire. Community Education, Popular Education, Autonomy, Critical thinking, self-awareness, interculturality. Children and youth education. Esta publicación es un tributo al legado de Paulo Freire, educador brasilero y referente mundial en el campo de la Educación liberadora, con propuestas en el contexto de un énfasis en el pensamiento crítico, inclusivo, con la reflexión acción, el uso de la pregunta y el diálogo esenciales para un desarrollo de autonomía, de democracia y ciudadanía. Freire principalmente identificado por la educación de adultos, lo conocimos en Perú por su aporte a la alfabetización en la Reforma Educativa peruana, posteriormente compartimos en Nicaragua en donde fui solicitada por la Unicef para desarrollar los Centros de educación infantil no escolarizados CEPNES. Estando próxima la celebración del 91 aniversario del primer jardín de infantes en el Perú y 50 aniversario de la oficialización de la Educación Inicial en el Perú, presento la visión de Paulo Freire para la educación infantil, priorizando la comprensión y escucha de las voces de la niñez. Especialmente en esta crisis mundial por la Pandemia COVID 19 redimensiono las propuestas de la Educación Comunitaria y Popular fundamentadas en el aporte de Paulo Freire y las implicancias en las interacciones con la comunidad y las perspectivas de formación docente. Los temas arriba mencionados son en la actualidad de urgente reflexión, la crisis del sistema educativo, las realidades del contexto nacional implican la búsqueda de respuestas a la gran pregunta ¿qué es la educación? qué rol juega, que visión tenemos que se enseña para que sirve cuanto conocemos nuestra realidad.

Art in its various forms, theater, narrative, music, circus, puppets, painting, ceramics, dance, movement and others, play a fundamental role in the processes of personal and social transformation. The Arts allows for expression, the power of humanization of the human beings has been proven since ancient time, giving emphasis within the area of human development. In this field, we see an evolution from the identification of art with an artistic product and with artists belonging to certain elites. Currently the concepts have evolved giving Art and Creativity a broader vision that generates educational, social and political processes. Art and Creativity play a crucial role in Resilience, concept currently widely spread because is a powerful valuable resource due to its impact on conflict resolution, in reinforcing internal strength and enhancing the necessary mechanisms to face crisis, uncertainty and trauma. The author has lived experiences with Theater of the Oppressed in India, Biodanza in Peru and Europe, Meditations in Movement, Narrative in Africa and Social Circus in Palestine. In 2019, she was invited by the World Alliance for Art Education to the world meeting held in Frankfurt, Germany to present her experiences in this field.

The theme of female leadership is increasingly present in gender reflections and studies. Currently there is strong evidence about the enormous potential of women to assume responsibility conflictresolution and group management due to that dimension of humanistic leadership that characterizeswomen.The patriarchal system and machismo make a common front, but Women Resilience is demonstratedand consolidated worldwide. It is mainly in emergency and conflict situations that the leadership andresilience are manifested, with a level of organization and solidarity typical of women in situationsof poverty and vulnerability. The Covid 19 has exposed many institutional problems, limited visionslacking knowledge of reality and others, but it has also highlighted the solidarity, and prompt responseof women.As a Resilience researcher, as a witness of women as Educators, Promoters, mothers in the populardining rooms, glasses of milk, pronoeis (Early childhood non-formal programmes) and so manysocial programs organized as community responses. I have to celebrate them and share the Peruvianexample of the Popular Pots expanded to Latin America. El tema del liderazgo femenino se hace cada vez más presente en las reflexiones y estudios de género.Actualmente hay muchas evidencias del enorme potencial de las mujeres para participar y aportarsignificativamente en la solución de conflictos y en las gestiones grupales por esa dimensión deliderazgo humanista que caracteriza a las mujeres.El sistema patriarcal y el machismo hacen un frente común pero la demostrada capacidad deResiliencia de las mujeres está cada vez más consolidada. Es principalmente en situaciones deemergencia y conflicto que ese liderazgo y resiliencia se manifiestan con un nivel de organización ysolidaridad propia de las mujeres en situaciones de pobreza y vulnerabilidad. EL Covid 19 ha puestode manifiesto muchos problemas institucionales, de sectores de visiones carentes de conocimiento dela realidad y otros, pero también ha destacado la respuesta solidaria, única y pronta de las mujeres.Como investigadora de Resiliencia, como testigo de grupos de mujeres en su rol de Educadoras,Promotoras, madres en los comedores, vasos de leche, PRONOEIS (programas no Escolarizadosde Educación Inicial) y otros programas sociales comunitarios, comparo la experiencia peruanaextendida en Latinoamérica de las Ollas Populares.

For human development, the role of human interactions and those involving the nature and objects from family, social, and school contexts is vital. This study offers a reflection on the relevance of significant interactions between adults and children, in particular, in a way that cognitive and socioemotional learning has an impact on children’s development. The author carries out a review after 20 years of the great topic of the adult’s inner child and the resilient capabilities of children and adults forged and consolidated in positive interactions. Two decades later, we must add the intervention of digital technology, which offers certain positive aspects for everyday learning, but can also considerably limit interaction and face-to-face communication, creative potential, and activities of social communication restricted to passive curiosity and exploration. In 1998, the question was: are the twentieth-century children, -nowadays parents- prepared for the twenty-first century children? This is still a valid question today and the concern also includes to find out how well parents are prepared and how much the voices of twenty-first century children are heard. This century has begun with high levels of violence, consumerism and materialism, and requires to make a stand for greater and better values and awareness to create valuable opportunities for childhood development both in Peru and in the world.

This document constitutes an update of the original document written for the Regional Meeting organized by UNESCO-OREALC to focus on and consider alternatives related to Women’s Education in Latin America. I was invited to Panama to share with colleagues the perspectives on this matter. Due to having had a direct and pioneering participation in the non-formal education of the programs in Peru and in Latin America, I was selected to share these experiences. At present, I think it is appropriate to carry out 30 years later, an update with a comprehensive verification of PRONOEI impact not only including boys and girls who are the fundamental objective of these programs but mainly all participating actors which are about 99% women. Preliminaries contributions are abridged in Braslavsky (1984).

The author shares her personal experiences in the Andes and the Himalayas as a tribute to the women community promoters of two continents, South America and South Asia. Profiles emerging from these Animators-Promoters express a number of special values in their personal and collective development, and that through their own work service such development increases and benefits others. Their training focuses on teaching and learning processes where we see that mostof the programs in both areas are oriented to the action-reflection-action based on a line of Freirian thought in full force and current expansion.