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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. [ABSTRACT FROM AUTHOR]

This paper reflects on the gender perspective, historicization and decolonization as part of a theoretical-methodological proposal, to understand the gender systems that support masculinities and models of being a man, linked to reproduction and contemporary indigenous survival in Mexico. It constitutes a first effort of reflective analysis, on how to approach these ethnicized and gendered realities, specifically on masculinities and being a man. To do this, we start by discussing the contributions of some gender studies of men and masculinities, which do not constitute an exhaustive and updated review, but only an approximation to the growing knowledge base, to support the methodological proposal with which it seeks to understand the patriarchal, heterosexist and colonizing constraints on men and women of indigenous peoples. In this work, it is argued that re-readings of these realities are required through theoretical-methodological proposals that are sensitive to these realities, in order to stop the homogenizing views of the indigenous gendered subject, specifically the masculinized one from westernized gender systems. [ABSTRACT FROM AUTHOR]