Educational Transformations in Latin America
Innovative Visions and Actions
Welcome to this virtual exhibition, showcasing the results of collaborative work between Perkins and educational communities across Latin America.
We are delighted to have you join this experience, which is part of the research project Educational Model of Change for Educational Transformation. The study aims to gather evidence of changes in educational practices in Argentina, Brazil, and Mexico. Now in its second year, the research continues to focus on identifying challenges that arise during the change processes in schools, as well as innovative strategies implemented and their impact on 18 educational institutions across Latin America.
Each of the following rooms highlights the various ways change has been realized—from educational actions that transform teaching and learning, to initiatives that foster growth and innovation, and those that amplify experience and impact, ensuring that changes extend beyond the schools themselves.
Evidence of Action Research in Educational Practice
Using evidence in the educational field involves sharing experiences and fostering deeper reflections on practices, supported by photographic, audiovisual records, and documentation.
Combining this approach with action research aims to document identified challenges and implemented practices during the process of educational change. These records serve as a foundation for understanding and improving educational practices.
The use of evidence validates innovative, collaboratively developed decisions within research communities. This approach enables the transfer of knowledge about educational practices, allowing each school team to develop and enhance its learning by actively engaging within its own environment.
Room 1
Educational Actions That Transform Teaching and Learning
The impact of teacher training lays a solid foundation for delivering comprehensive educational experiences to students. The journeys of these professionals highlight their growth in pedagogical and methodological skills, showcasing how training and professional development equip them to address the diverse demands of the classroom effectively.
The following images illustrate the thoughtful work involved in designing materials tailored to students’ needs, such as calendars, attendance records, school routine organizers, and space indicators. These tools play a crucial role in academic development by providing structure and predictability, fostering student autonomy and participation, and encouraging the development of social skills. Additionally, they enhance students’ ability to process and retain information while promoting effective communication within the classroom.
San Luis, Argentina
Puerta de Cuyo School Registration
Mappings:
Student Information Collection Tools
Assistance Panel:
Visual materials used to record and monitor class attendance
Group Calendar:
Organizers that allow you to view scheduled activities and events
Individual Advance Fund:
educational support with objects/images to anticipate the topic or event to be discussed
School routine organization:
Organizers that allow you to view scheduled activities and events
Space organizer 1, 2 and 3
Educational support with objects/images to anticipate the topic or event to be discussed
School routines and structures
School routines and structures are essential for learning because they provide order, stability and coherence, facilitating the teaching process and the participation of students with a diversity of resources to provide equal opportunities for learning.
Salta , Argentina
Corina Lona: segments of a school routine
School routines and structures are essential for learning because they provide order, stability and coherence, facilitating the teaching process and the participation of students with a diversity of resources to offer equal opportunities for learning.
Ciudad de México, México
Activity carried out in the
Special Education School 66
These supports are examples of strategies that allow individuals with low vision to equitably access information.
Suzano, Brasil
Photographic record of defined supports for access to information Escola Municipal Augustinha Raphaela
These supports are examples of strategies implemented that allow people with low vision to equitably access information.
Argentina
Activity record “Building the forest of your dreams” carried out with family groups from different places in Argentina
The presence of change in schools extends to families, fostering actions that amplify the voices of mothers and fathers. These initiatives invite families to share their aspirations, goals, and hopes, creating opportunities for collaboration between home and school to enhance educational quality and support the comprehensive development of students.
When schools and families are aligned and communicate effectively, students benefit from a more robust and enriching learning environment that supports their academic success, emotional well-being, and social development.
The following images capture the results of the activity “Building the Forest of Your Dreams” conducted in various Argentine schools. They feature a paper tree displayed on a school wall, adorned with leaves written by families. Each leaf contains messages, dreams, and expectations, symbolizing a shared commitment to working together with the school.
Highlighting the voices of families and bringing them into schools is a vital step toward building a more inclusive and participatory educational system that reflects the realities of each community. By actively listening to and valuing families’ perspectives, schools can make better-informed decisions, fostering an enriched educational environment that benefits all students.
ROOM 2
Promoting Growth and Educational Innovation
The implementation of educational supports relies on teachers’ continuous reflection on the unique needs and potential of each student. This reflective practice enables the development of personalized strategies that foster inclusion and learning. These supports, varying in form and complexity, aim to enhance student autonomy, improve quality of life, and ensure accessibility for all learners.
School 211, Santa Rosa, Argentina
Record of resources used to support teaching
The successful implementation of educational support hinges on teachers’ ongoing reflection on each student’s unique needs and potential. This thoughtful process enables the creation of personalized strategies that foster inclusion and learning. These supports, which vary in form and complexity, are designed to enhance autonomy, improve quality of life, and ensure accessibility for every student.
Personalized supports are tailored to an individual’s specific needs, characteristics, or circumstances. They are designed to provide individualized care, taking into account the person’s unique strengths, challenges, and preferences.
Generalized supports, on the other hand, are broad resources provided to a larger group or community. They aim to offer assistance or tools that benefit the group as a whole, rather than focusing on individual needs.
Beira Rio School, Brazil
Record of school collaborative work for educational inclusion
Reflection on the different actions that are articulated around individual stories given in contexts of inclusion.
Individual stories allow us to understand the richness of human diversity. Each person has a unique journey that must be listened to and understood in order to generate empathy and respect. Inclusive actions should not be a standardized response to a supposed “norm”, but should be adapted to the specificities of each person.
Córdoba, Argentina
Registry of Strategies and Resources in Early Childhood Care
Dr Jorge Alvarez Early Childhood Centers and Graciela Chela Vázquez Nursery Room
The strategies and resources used play a fundamental role, especially in early childhood, to ensure healthy development and provide learning opportunities that positively impact children’s future.
It is important that strategies and resources are aimed at offering a safe, affectionate, inclusive and stimulating environment, where children can develop fully. Collaboration between families, professionals, institutions and the community are key to ensuring that each child receives the necessary opportunities to grow up healthily and reach their maximum potential.
Centro de Atención Infantil 1 – Sonora, México
Sensory Experiences as Devices for Learning in Early Childhood
Exploration and Development through Materials: Fostering Inclusive and Personalized Learning
Multiple Attention Center 8 – Aguascalientes, Mexico
Registration on inclusive classroom activities
Sharing knowledge of Braille is an important step toward fostering more accessible and inclusive environments. It serves not only as an educational tool but also as a powerful symbol of respect for the right of every individual to fully participate in society.
Special Education School N. 8. Aguascalientes, Mexico
Scenes from a cooperative participation class in the first school level
Records on proposed classroom activity with different levels of support
Cooperative work in inclusive classrooms is essential to foster a collaborative and respectful learning environment. When students with different abilities and backgrounds work together, they not only enrich their understanding of the content, but also develop crucial social and emotional skills, such as empathy, mutual respect, and conflict resolution.
Furthermore, collaboration between teachers and students is essential to support a teaching process that responds to the individual needs of each student. Teachers, by working collaboratively with students, are able to identify more effective teaching strategies, adjusted to the abilities and learning styles of students. This inclusive approach encourages the active participation of all students, ensuring that each one has the same opportunities to learn and develop.
Macapa, Brasil
Record on the impact of the implementation of individualized supports in the context of inclusive education
New learning paths for students are enriched by full participation when access to the curriculum and the educational environment is guaranteed for quality education.
In this context, leadership and empowerment emerge and flourish, as families take active roles in defending rights, advocating for change, and promoting inclusion.
México
Families network in México
The pathways of student learning are enriched by the growing involvement of families. Family gatherings create valuable spaces for support, exchange, and shared learning, where experiences and strategies are discussed to address common challenges.
Individual stories highlight the critical role of collaboration among families, schools, and communities, demonstrating how this collective approach can drive radical and transformative change.
In this context, leadership and empowerment emerge and flourish, as families take active roles in defending rights, advocating for change, and promoting inclusion.
Collaboration with families should involve planning joint actions with schools to foster change and mutual growth. This planning not only outlines responsibilities for families but also requires schools to design initiatives that actively promote development and partnership in this direction.
ROOM 3
Learning Networks: Multiplying knowledge
Promoting school improvement through networks and empowering individuals to become active agents of their own growth is a powerful strategy for amplifying the reach of educational change. This approach highlights the importance of collaboration and collective effort among all members of the school community, not only contributing to their own development but also extending the impact to other schools.
Collaboration networks
Networks facilitate the exchange of ideas, experiences, and resources, fostering expansion and the generation of innovative examples that can be shared with others. Training itineraries serve as an example of this, and the following videos showcase the experience carried out in Mexico:
México
Multiple Attention Center 3: Aguascalientes
Multiple Attention Center 13: Morelos
Bernardo Sayao, Brasil
Building Inclusive Communities
Effective school leadership is essential to establishing a culture of respect, equity and diversity that allows all students to access a quality education. Articulated and coordinated actions within the educational community are essential to ensure that inclusion moves beyond being merely a theoretical principle, becoming instead a consistent and effective practice.
United by a shared commitment to common causes and the defense of fundamental rights, as well as a dedication to transformative actions that promote equity and social justice, these efforts amplify the impact of leading schools.
This is the driving force behind advancing inclusion and raising community awareness about the importance of creating accessible and respectful environments where everyone, regardless of their differences, can fully participate and enjoy equal opportunities. This process of empowerment not only strengthens individuals but also generates a positive and transformative impact at the societal level.
Brasil
Work with Families
With a clear vision of needs and available resources, parents can make informed and effective decisions, create support networks and advocate for public policies that promote equity and access to services.
Families are the primary sources of support and care, making their involvement in the educational process essential. Additionally, strengthening leadership empowers parents and caregivers to become active advocates for their children’s rights and needs, fostering social inclusion and ensuring access to opportunities.
ROOM 4
Work Model and Testimonials
He Perkins working model integrates training, mentoring and evaluation, creating a dynamic interaction that drives change. Mentoring is based on a supportive relationship with each school team, to accompany the academic and professional development of each teacher and promoting the continuous growth of each school.
Through the work of mentors in Latin America, qualities emerge that define the essence of this task, characterized by close and personalized support. Through this task we not only seek to share knowledge, but also encourage the creative definition of practical, reflective and strategic actions to face educational challenges.
Mentoring
The presentation of mentoring images on this model of change seeks to visually illustrate scenes of the processes and transformations that occur with mentoring in a change environment. This approach highlights the importance of sharing ideals, visualizing progress and results, and making the process more accessible to both participants and change leaders.
Mentoring is close, committed and empathetic, and is nurtured by a relationship of trust with the teacher, the family and the student. The result of the mentor’s work is to generate and be part of a support network with a shared vision that promotes inclusion, respect and active participation of children, and transmits the conviction that everyone can learn and that school is the meeting place where quality education is accessed.
In the following gallery are images of the work of our mentors.
Testimonials
Testimonials from practice are essential because they offer an authentic and personal perspective that goes beyond theory. Through shared experiences, we can better understand the challenges, successes and lessons learned in real situations.
In the following section we share brief testimonies from Argentina, Mexico and Brazil about the personal experience of participating in this project of change.
Argentina
México
Brazil
These stories enrich the learning process, generate empathy and allow us to identify more effective approaches tailored to specific needs. In addition, sharing testimonials strengthens collaboration and commitment, as lived experiences become a valuable tool for improving practices and generating positive change.
These documented experiences allow us to understand the impact of the educational transformations underway. Each story, built collaboratively, contributes to the improvement of the contexts in which it is developed, implemented through different resources and strategies, but with the same conviction that all students can learn and that the school must guarantee it.
The objective of this space is to share the achievements reached in the change processes and to recognize the work of teachers, students, families and Perkins regional teams in each country. This exhibition also aims to inspire new teams, committed and motivated, to join the transformation movement to build a more inclusive and collaborative future.
