Latin American children's critical thinking in the face of the pandemic
Within the "Latin American Critical Thought Notebooks" Collection, CLACSO presents "Latin American Children's Critical Thinking in the Face of the Pandemic ," a research project by Eliud Torres Velázquez
Latin American children's critical thinking in the face of the pandemic
Eliud Torres Velázquez *
Dedicated to all the boys and girls who will never read this text
The reflections shared here have been partly motivated by CLACSO's initiative "Thinking about the Pandemic" in the writings available on the Social Observatory of Coronavirus since March 2020. They are also a consequence of sharing personal anxieties and professional concerns with others during our shared confinement, along collective paths with children and adolescents, in this turbulent context that at times (sometimes for such prolonged periods) makes it difficult to investigate with any clarity, but the freshness of children's perspectives, feelings, and activities grants us certainty and serenity in mind and heart.
Once upon a time, there was a virus that, because of its crowns, wouldn't let me go out to play …
From the outset, as the pandemic slowly but relentlessly spread across Latin America, various social and academic voices called for governments to implement the necessary measures to protect children during the impending health crisis. In several aspects, all fundamental to guaranteeing full human development during the crucial stage of childhood, there was growing concern that the virus was arriving under vulnerable conditions for a large portion of Latin American children. From a human rights perspective, the list of areas where governments have failed to adequately address children's needs remains endless, and these shortcomings would be exacerbated by the virus, which also brought new threats to the comprehensive and harmonious development that children and adolescents should experience in every corner of Latin America.
The mass lockdown explicitly showed that caregiving responsibilities fall primarily on women, as the closure of schools and childcare centers revealed that working hours are incompatible with caring for children, adolescents, and dependents, as Karina Batthyány pointed out in March 2020 [1] . Among women, those living in rural areas work the most, as productive and reproductive tasks are intertwined, as Tamara Artacker, Alejandra Santillana, and Belén Valencia noted when calculating that in Ecuador, rural women dedicate 25 hours of their time to reproductive work, while urban women dedicate 17 hours per week, making community organization vital [2].
The social and economic importance of care is clear, but even more so is the indispensable democratization of the burdens of reproductive labor between men and women equally, as domestic and reproductive tasks have multiplied, according to CLACSO research fellows in “The Critical Knots of Gender Inequalities in Latin America and the Caribbean” [3] . Various concerns that require public debate in order to develop collective solutions, such as the lack of institutional support for working mothers to leave their children in safe care and the absence of specific policies to mitigate the increase in work and care responsibilities in households that simultaneously falls on women who telework, were highlighted by the CLACSO Care and Gender Working Group in its Declaration [4].
Therefore, the issue of caregiving amidst the various quarantines in our countries, but under the same principle of confinement, involves children in two fundamental ways: on the one hand, they are the ones who require the greatest quantity and quality of reproductive labor for their full development, and on the other hand, unequal gender conditions also impact girls in performing domestic chores. Historically, the confinement of children to private domestic spaces is shared with women within the patriarchal system, since the street, public spaces and affairs, as well as sociopolitical issues, are the domain of adult men. As part of the traditional adult view that considers children as objects of protection, the care and satisfaction of needs that adults must provide are confined to the domestic sphere, the most private realm of families where younger generations learn the hegemonic social norms and duties according to their age and sex.
This historical tradition has resulted in the invisibility of women, the silencing of boys, and a combination of both in girls, preventing them from expressing themselves or participating beyond the domestic and, if at all, school spheres, such as in community, social, and political matters. In many everyday situations, women, girls, and boys are also unable to make decisions about aspects of their private lives or to be informed about public affairs. This is adultcentrism as a normalized condition of subordination that acts in complicity with sexism. It is evident that a year into the pandemic, these inequalities have worsened in many homes, but it has also given rise to small attempts and constant opportunities to teach reproductive work equally to boys and girls through ordinary care practices: that parenting guidelines should normalize shared responsibilities and that children should be ignited with indignation at gender inequalities and the exclusion of women. That care, self-care, mutual care, and community care should be an intergenerational lesson shared from home.
Given the prolonged pandemic, this educational work in the home is not easy, especially since it has been said that the virus does not lethally affect most children, who recover physically more quickly, although little emphasis is placed on their mental and emotional rehabilitation after experiencing the illness caused by COVID-19. The idea that children are potential transmitters of the virus, which makes them a contagion threat to adult and elderly generations, generates an increase in already established and normalized adult-centric mechanisms, warn members of the Argentine cooperative Ternura Revelde [5].
Quarantine for everyone?
These issues regarding caregiving during quarantine lockdowns to prevent the spread of SARS-CoV-2 are far more difficult to address for children living in vulnerable situations, such as migrants, workers, street children, victims of abuse, sexual exploitation, and trafficking, those suffering extreme violence up to the point of femicide, incarcerated adolescents, and children with autism or disabilities. In rural areas, addressing these issues is also complex for groups such as members of Indigenous communities living in structural poverty, those belonging to forcibly displaced communities controlled by organized crime, or those suffering from contamination by agrochemicals or mining activity. And in urban areas, where many children live in overcrowded conditions, basic public services are lacking, and access to clean water and healthy food is not guaranteed, among many other manifestations of systemic capitalist inequalities that are exacerbated in the peripheries of large cities.
Therefore, the concern expressed by the Working Group on Children and Youth in its April 2020 Statement [6] was timely , given the multiple violations of rights and violence suffered by thousands of children and young people in Latin America. In every country, numerous voices are being raised to demand that governments guarantee children's rights, implement mechanisms to meet basic needs and those arising from the pandemic, and ensure protection, physical and mental health, food and nutrition, education, information, participation, and the long list of rights contained in the Convention on the Rights of the Child, which are often only weakly fulfilled under normal circumstances. However, we have observed that, in most Latin American countries, children are not on the health, economic, and political agendas of governments responding to the pandemic.
In addition to childcare, the area most disrupted in children's daily lives is schooling, with the suspension of in-person classes disrupting their education and socialization. Going to school goes far beyond the learning that has been attempted virtually in recent months. This distance learning format, in many cases and situations, does not allow for opportunities to listen to and reflect on the children's experiences that the context offers, such as changes in routines, schedules, spaces, interactions, and interlocutors, as highlighted by members of Niñez Plural in Argentina [7] . Some of the difficulties children face when trying to sit down and study at home have been illustrated by Juan Carlos Bodoque's experience in the video produced by 31 Minutos and UNICEF Chile, “Quarantine 31 – Studying at Home” [8].
This is the case when there are minimal conditions and resources for virtual education, since it is well known that many homes and communities lack television, computers, internet access, electricity, a suitable study space, adult supervision, educational materials, etc. An example of these adverse conditions is the experience of rural teachers in southeastern Mexico trying to work with their students [9] . With in-person classes suspended for months, the end and beginning of school years in various countries have occurred without any certainty about when and how the return to classrooms will take place, foreshadowing significant challenges in combining in-person and distance learning while the coronavirus looms among us, a threat, and with vaccines distributed primarily in wealthy countries. It is difficult to imagine television as an ally of empowering education, especially given that women will continue to bear the brunt of the workload as the primary caregivers for children's schoolwork.
And yes, children miss going back to school, though not so much for homework as for being with their friends, continuing the social interaction, running around, and laughter that provide them with so much freedom and learning in their personalities and social relationships. Adult control over children is emphasized during quarantine lockdowns; options for using free time are reduced, and screen time increases, leading to the still not fully identified consequences for psychomotor and emotional development in the context of the pandemic. However, as Paraguayan children point out [10] , screen time is not enough, as in-person experiences, physical contact, face-to-face interaction, and the outdoors, with no limits other than the sky and the earth, are essential for life.
Hence, the precautions against the virus and the fear of losing control have led to adult discussions about keeping children confined or allowing them to go out under what conditions, highlighting the prevailing adult-centrism in the health measures imposed since the beginning of the pandemic. The suspicions surrounding the gradual easing of restrictions on children's access to parks and public spaces to run, explore, and play show that the vital rights considered essential by children themselves are still being compromised, even though, for the sake of adult peace of mind, progress is being made on measures to guarantee children's rights that are their priority, such as protection, health, and education.
However, protection is not entirely guaranteed, as the violence suffered by children and adolescents when complying with stay-at-home orders is multiplying, ranging from everyday psychological and physical abuse, socio-historical invisibility and media indifference, to structural economic hardships such as hunger and unemployment. Moreover, violence against girls and adolescents, for example, in Colombia, puts approximately 15 women (and girls) at risk, who during this period of isolation have had to live constantly with their abusers, who physically and sexually abuse them, even to the point of murder [11] . And in Brazil, members of the Working Group on Feminisms, Resistances and Emancipation warn of the increased risks in the last three years, noting that in 2019 a woman was a victim of femicide every seven hours [12].
This growing vulnerability during pandemic lockdowns to sexist and adult-centric violence clearly has negative effects on children's mental and emotional health, not only due to their direct experiences with the virus and its effects, but also due to the indirect effects of, for example, the massive amounts of information and misinformation spread by adults, which will be discussed later. From the beginning of the pandemic in Latin America, Clara Schor of the Social Studies for Health Working Group pointed out some subjective consequences of the pandemic because a subject cannot exist without the social [13] . It is worth clarifying that children are social subjects, even though in the current reality imposed by the coronavirus, the idea that they are objects of protection is proliferating with great intensity and justification.
Children's subjectivities also generate feelings and thoughts that are difficult to explain and manage during these challenging months, such as worry, bewilderment, anguish, anxiety, and sadness, even fear, anger, frustration, stress, guilt, rage, and pain from tragic experiences. These are triggered by situations such as escalating violence, a parent's unemployment, losing their home due to the inability to pay rent, contracting Covid-19, being hospitalized, or experiencing the death of a family member, friend, or loved one without being able to share a farewell due to strict health measures. If adults have found it difficult to process grief due to the guidelines for handling corpses that have made funeral services desolate, leading to alternative strategies for rebelling against death in anonymity, as described by Mexican journalist Marcela Turati [14] , then we must treat children's losses with complete and patient listening, utmost sensitivity, and absolute tenderness.
Because death is indeed very painful, especially when it arrives suddenly, so unexpectedly and invisibly everywhere, so threatening and disrespectful to those who, now gray-haired, shower their grandchildren with affection, bring smiles to children's faces, and foster intergenerational bonds. Faced with the impossibility of sharing the physical experience of death in order to collectively mourn it, hope sometimes wavers, sustained only by the love of life that celebrates the lessons learned from those who have passed away during this pandemic. But we must continue to discuss the emotional, physical, psychological, social, and psychosocial effects, impacts, consequences, and costs on children; although many grieving children will find it difficult to follow thanatological and psychological recommendations because the urgent needs of the deceased remain.
But to collectively acknowledge death, despite social distancing, is a challenge to adult sensitivity and creativity, to break the silence and widespread astonishment regarding cultivating individual legacies with children within our affective collective, in our personal trenches, in the communities to which we belong, and in our own particular homeland. It is about strengthening intergenerational bonds and sharing tears until the inevitable death of the virus arrives, and only then can we embrace and accompany each other on the paths taught to us by our mothers and fathers, grandmothers and grandfathers. The pandemic may signify an intergenerational rupture, for just as the lessons for a good death have been very painful for the older European generation, the lessons that the emergence of a supposed new normal will mean for the younger Latin American generations remain uncertain.
We are witnessing how each country, government, society, organization, community, and family is implementing adjustments after the first and second waves of the pandemic, outlining possibilities for fostering well-being, perhaps more aseptic societies with less physical presence and more virtuality, and certainly more precarious. But strengthening childhood memories and nurturing tenderness—that is a greater adult responsibility, requiring an openness to listening to children's feelings and expressions in order to concretely improve interpersonal and social relationships. Glimpses that this is becoming possible have been the numerous adult voices around the world advocating for listening to children during the pandemic.
If soap kills the coronavirus…why don't they make soap vaccines?! [15] …
Making various aspects of the pandemic and COVID-19 understandable to children has been an important task for the adult world at all levels. We have seen leaders and high-ranking officials dedicate specific sessions to explaining things in detail, answering questions, and alleviating children's concerns. However, on more than a few occasions, this has been done with the traditional condescending tone of adults, encouraging children to meekly accept protective measures such as staying home, behaving well, doing their homework, and obeying. The message is that they shouldn't be spoiled, that they shouldn't question adult impositions and inconsistencies, or point out their irresponsibility; that they should only offer their opinions when asked, and that they shouldn't doubt that everything is for their own good.
However, honest and powerful initiatives have emerged amidst the pandemic to understand children's opinions and perceptions, such as the Confined Childhood study [16] , which, through an online questionnaire, explores various aspects of how nearly 400 Spanish children and adolescents were experiencing confinement at a time when the pandemic was just beginning in Latin America. It is clear that children have a desire to get involved and confirm that their voices matter, that they want to participate in decision-making, that they have a unique perspective on the pandemic, and that they can creatively express their opinions in many ways. Actively contributing to improving the family and community situation, or to combating the spread of the virus, is a conviction shared by children.
These are times when virtual webinars, discussions, online talks, and expert conferences are exploding, all highlighting the importance of listening to children, the value of their willingness to collaborate, their sense of solidarity with those who are struggling, and their critical thinking regarding the actions of adults and governments. From time to time, thoughtful adult dissertations on serious and complex topics give way to children's frank opinions; government officials say they listen to their voices to develop proposals; and the media publish children's experiences whose actions reveal the social beings they are.
While it is essential to advocate for, lobby for, and demand social policies that benefit the most vulnerable children, many Latin American children cannot wait for the welfare state, which may never arrive, nor for water, food, electricity, or internet access. This is why Luis Ángel decided to go out into the streets to exchange his toys for food [17] ; why Lautaro runs a soup kitchen for other children, offering them bottles of hot chocolate during the quarantine [18] ; and why Santiago conducted his own online survey to explore what children and adults think about what would happen if there were a world without humans [19].
So, suddenly, just suddenly, faced with the ruthless prospect of the post-pandemic future, it seems that all those little drawings for children to express themselves, consulting them to give voice to the voiceless, answering their curious questions, or (im)patiently listening to their opinions doesn't change much. It is clear and undeniable that making children visible in the midst of the pandemic is essential, especially since this generation is much more aware of its human rights than previous ones, but will find itself limited in exercising them due to health restrictions. However, it is necessary to ask other kinds of questions, because this is the moment to teach children to understand the world, as Noam Chomsky has reflected [20] . Questions that are needed include, for example, what role do banks like BBVA, which promoted the video by the American linguist and critic, play?
To accompany children's reflections and encourage intergenerational questioning about some of the many injustices and problems associated with the causes, permanence, and consequences of the global presence of the coronavirus: why staying home is not for everyone, how informal workers are coping, what expressions of various forms of domestic violence are increasing, who has caused inequalities in healthcare, what differences exist between countries in addressing the disease and developing vaccines, why hoarding by rich countries will prevent vaccines from being available to everyone promptly, etc.
Towards critical thinking in children…
It's not that adulthood awakens children's critical thinking, since children always generate ideas and suspicions about everything they experience, witness, and learn; it's about sharing perspectives, supporting their investigations, and mutually enriching their ideas on important issues, overcoming the barrier of immediacy and urgency—as Mafalda would know. Children's perception of the risks surrounding the virus is often clear, which shouldn't surprise us, nor should we try to justify to them the human behavior of denying the pandemic or failing to comply with safety measures to reduce the risk of spreading the infection. In other cases, it is essential to discuss with children why some people don't stay home because they don't have the means, or to conduct analytical exercises on the media content that has flooded us with information of all kinds and in every format, provoking mixed feelings.
Decoding pandemic information is arduous but necessary. How can we share with children the tools they need to identify fake news, given that adults are primarily responsible for creating and disseminating it, often without much understanding of the minimal consequences of spreading unverified information? This places us on the thin line between malicious fake news and the spread of misinformation, making us victims of ignorance as well. An exemplary case study of this, which in Mexico has had extreme consequences such as attacks on healthcare workers and those sanitizing public spaces, as well as the burning of ambulances and hospitals treating COVID-19 patients, is found in the text on social media in Chiapas [21].
But it is also vitally important to share memes with children, who spend more time in front of screens during lockdowns, since humor, laughter, irony, and intelligent metaphorical language are essential parts of critical thinking. The ability to laugh at ourselves in the face of tragedy can be difficult depending on the culture, but a good sense of humor is part of mental health, and mental illnesses often emerge silently. Given their visual appeal, illustrations and graphic art are also a powerful way to convey critical content to children, such as the street artist Banksy, who in Game Changer tells the story of superheroines during a pandemic [22] ; or the Argentinian cartoonist Liniers, who expresses gratitude for starting to read with Mafalda [23] ; the hopeful cartoons of 72kilos [24] ; and even the more biting ones like Gran OM with his poster "We Will Learn More From Children Than What Adults Teach Them" [25].
Thus, the overwhelming impact of the pandemic loses its somber force in children's minds through understanding and reflection, play and creativity, the arts and culture, patience and tenderness—always tenderness as a counterpoint to the multiple forms of violence that must never be normalized. But also, through analytical exercises that make comprehensible aspects of the complex reality that are often overlooked or concealed by those who transmit information, clarifying conditions or explaining social, political, and economic situations that children's understanding does not yet possess sufficient tools to discern. And again, asking questions—many questions that are needed in the current context of the pandemic.
How can we explain to them that the exorbitant numbers of infections and deaths in the US and Brazil are largely a consequence of their presidents' disregard for health measures and underestimation of the virus? Why point out that the concept of a good death and a good life went to hell in Guayaquil during April 2020 when cardboard beds became coffins due to the government's inability to respond? Or how can we tell them that in Colombia and Mexico, in recent months, there have been just as many, if not more, deaths due to political, criminal, and gender-based violence? Some might think it's unnecessary to let them know that the number of children orphaned by the pandemic isn't so far removed from the number of those orphaned by femicides, murders, and state violence.
How can we explain to children that, despite being a small country and suffering an economic blockade for over 40 years, Cuba sends medical missions to support 16 countries? Why emphasize that during the pandemic, US harassment of the Venezuelan people has not ceased, exacerbating the crisis? Or what is the point of telling them that the Bolivian and Chilean governments are manipulating the pandemic for electoral purposes? There will also be voices arguing that children are not yet old enough to understand political issues or to be encouraged to value international solidarity.
Why try to make the prolonged global economic crisis understandable to them, a crisis that will plunge thousands more Latin American families into poverty and hunger? How can we draw their attention to national socio-political issues and events in our Latin American societies without adult impositions or dogmatism? Is it worthwhile to share our outrage with children over the injustices and suffering of our people, which are exacerbated during this pandemic? Fortunately, we have a wealth of experience in Latin America and the Caribbean that shows us that developing critical thinking among Latin American children is a reality.
Around March 2020, Chilean high school students, under the slogan “Student Backpack Protest,” took to the streets to protest the second anniversary of Sebastián Piñera’s government, demanding universal access to higher education. In Valparaíso, the government ended the protest with pepper spray [26] . Two months later, children from China and Cuba exchanged messages of support to express solidarity, support, and respect for the Caribbean nation as it faced the pandemic [27] . Meanwhile, Brazilian children from families belonging to the Landless Workers Movement drew, cultivated, collaborated, and sang with adults while producing disinfectant alcohol and face masks, harvesting and donating tons of food from their crops to families affected by the pandemic crisis, among other collective acts of solidarity shared on their social networks [28].
In southeastern Mexico, in Chiapas, since March 2020 the EZLN has been closing Good Government Councils and recommending that the organizational structure follow extraordinary hygiene measures [29] , while the youth health and education committees are doing the same in their communities; and in San Cristóbal de Las Casas, Melel Xojobal AC accompanies indigenous working children in the defense of their rights by making visible the results of their consultation [30] . East of Mexico City, the Francisco Villa Popular Organization of the Independent Left (OPFVII) is deploying community actions while strengthening its security in the face of extortion threats to the autonomous urban project: in the Centauro del Norte community, adults from the children's commissions presented the children with a story to explain issues related to the coronavirus and answer their questions [31] ; Meanwhile, in the Cisnes community, the Urban Agriculture Commission prepared cultivation boxes with children in anticipation of the rainy season, to then harvest and exchange the products among the inhabitants of this community [32].
In Argentina, men and women from the Red Andando children's community centers in the greater Buenos Aires area have kept their doors open, offering food and peace of mind in the neighborhoods, seeking new ways to strengthen emotional bonds and provide support [33] . Meanwhile, young educators from La Miguelito Pepe organize and run soup kitchens that feed children, adolescents, and adults in the working-class neighborhoods of Pampa, Carcova, and Soldati, because they know that the solution is collective, without adult-centrism, for emancipation [34].
Similarly, the Latin American and Caribbean Movement of Working Children and Adolescents (MOLACNATS), in an open letter to national and international organizations [35] , highlights the solidarity of communities in resisting hunger through community kitchens and soup kitchens, drawing attention to the inaccurate information they receive about the coronavirus and its impact on their mental health, among other issues they recognize as the State's responsibility. In their statement for Labor Day, the National Coordination of Working Children and Adolescents (CONNATs) of Paraguay denounces the practice of conditioning students' access to food kits on completing homework assignments. Regarding the initiative by the Ministries of Children and Labor to encourage citizens to report child labor [36] , they question when the government will address the root causes of poverty.
Under the slogan “Solidarity and our rights are not in quarantine ,” the Movement of Working Children and Adolescents of Christian Workers (MANTHOC) in Peru emphatically declared, “We want you to count on us to overcome this global crisis” [37] . Meanwhile, the National Movement of Organized Working Children and Adolescents of Peru (MNNATSOP) and other organizations expressed their concern and proposals regarding the pandemic in a statement [38] , in addition to promoting dialogue with representatives of international organizations and requesting a meeting with then-President Vizcarra [39] . And in Venezuela, grassroots groups from the Regional Coordination of Working Children and Adolescents (CORENATs) showed on their social network [40] that, with the support of collaborators, they were organizing to work, study, and play amidst the pandemic.
Thus, in these and many other Latin American experiences of collectives, organizations, and peoples building autonomies and communities in resistance defending lands and territories, the pandemic has also served to strengthen collective bonds, the care of nature, and the commons. In short, it has strengthened our autonomous capacities in a pluralistic yet interconnected way, building solidarity from below to construct alternative solutions to this global crisis, because we know that extractivism and the deepening of the intensive exploitation of nature are not the way out, as the Working Group on Critical Studies of Rural Development has stated [41].
With words and actions, learning and labor, with smiles and heart, flowers and songs, we, the organized adults, accompany the younger generations so that this global crisis, exacerbated by the presence of the coronavirus, may also be a period of shared learning, marked by both rebellion and tenderness. Despite the weariness caused by the prolonged pandemic, the goal is to make this disruptive global moment a time of learning that allows life to flourish, as dictatorships were for many Latin American children, the war against oblivion for Zapatista children, or the disappearance of the Ayotzinapa students for so many other children. We must add complexity with imagination, diversify to multiply acts of mutual care and to encourage children's critical thinking, even though our energy and patience sometimes run out for us adults in the face of so many worries and uncertainties. Because no one can steal our hope; if solidarity is the tenderness of the people, then tenderness is our righteous anger.
* Co-coordinator of the CLACSO Working Group on Critical Studies of Rural Development. PhD in Rural Development from UAM Xochimilco, Mexico.
[1] https://www.clacso.org/la-pandemia-evidencia-y-potencia-la-crisis-de-los-cuidados/
[2] https://www.clacso.org/en-el-centro-la-vida-mujeres-rurales-tejiendo-cuidado-y-movilizacion/
[3] https://www.clacso.org/en-tiempos-de-coronavirus-el-trabajo-de-cuidado-no-hace-cuarentena/
[4] https://www.clacso.org/creemos-necesaria-colocar-en-el-debate-publico-los-impactos-que-tiene-la-pandemia-en-las-desigualdades-de-genero-y-el-cuidado-en-nuestra-region/
[5] https://riberas.uner.edu.ar/adultocentrismo-y-pandemia-que-lugar-tienen-las-infancias/
[6] https://www.clacso.org/pronunciamiento-del-grupo-de-trabajo-clacso-infancias-y-juventudes-sobre-situacion-de-ninas-ninos-y-jovenes-de-america-latina-y-el-caribe-en-tiempos-de-covid-19/
[7] https://www.marcha.org.ar/las-infancias-ante-la-pandemia-reflexiones-y-desafios-desde-las-ciencias-sociales/
[8] https://www.youtube.com/watch?v=9sen0B9T5To
[9] https://aquinoticias.mx/educacion-virtual-en-comunidades-rurales-de-chiapas-un-mal-chiste/
[10] https://www.abc.com.py/nacionales/2020/06/18/el-covid-19-y-los-ninos-una-generacion-que-extrana-la-escuela-ya-los-amigos/
[11] https://www.clacso.org/violencia-de-genero-en-tiempos-de-pandemia/
[12] https://www.clacso.org/covid-19-e-relacoes-patriarcais-de-genero-no-brasil-mulheres-em-risco/
[13] https://www.clacso.org/consecuencias-subjetivas-de-la-pandemia/
[14] https://www.nytimes.com/es/2020/05/05/espanol/opinion/muertes-coronavirus.html
[15] Daniela, Conference on Coronavirus in Mexico, April 30, 2020, 30:35 minutes: https://www.youtube.com/watch?v=qqJizuYwSl8
[16] https://infanciaconfinada.com/informe/
[17] https://cnnespanol.cnn.com/video/crisis-economica-familias-desempleo-nino-cambia-juguetes-despensa-comida-nat-pakg-perspectivas-mexico/
[18] https://www.diariolaprovinciasj.com/sociedad/2020/7/7/lautaro-el-sanjuanino-que-le-hace-frente-las-consecuencias-de-la-pandemia-134365.html
[19] https://www.chiapasparalelo.com/opinion/2020/05/un-mundo-sin-humanos/
[20] https://www.youtube.com/watch?time_continue=1&v=OEdfJP9S4NE&feature=emb_logo
[21] https://www.chiapasparalelo.com/opinion/2020/07/la-suma-de-todos-los-miedos-el-covid-19-en-las-cadenas-de-whatsapp-de-chiapas/
[22] https://www.instagram.com/p/B_2o3A5JJ3O/
[23] https://twitter.com/porliniers/status/1284116246397689863
[25] https://www.facebook.com/GranOMoficial/photos/a.211313045548473/3177234422289639
[26] https://www.nodal.am/2020/03/super-marzo-en-chile-siguen-las-protestas-diarias-y-estudiantes-toman-protagonismo/
[27] https://www.youtube.com/watch?v=qj5T0fSOMW4
[28] Twitter @MST_Oficial and Facebook of the state of Minas Gerais @minassemterra.
[29] http://enlacezapatista.ezln.org.mx/2020/03/16/por-coronavirus-el-ezln-cierra-caracoles-y-llama-a-no-abandonar-las-luchas-actuales/
[30] https://melelxojobal.wixsite.com/ninezenpandemia
[31] http://opfvii.org/2020/04/28/los-dias-en-que-todo-se-detuvo/
[32] http://opfvii.org/2020/05/06/mas-cultivos-ante-la-crisis/
[33] https://www.redandando.org/los-centros-comunitarios-tambien-son-imprescindibles/
[34] Facebook: @lamiguelitopepe
[35] https://molacnats.com/2020/04/30/open-letter-to-national-and-international-organizations-in-the-face-of-the-pandemic-caused-by-covid-19/
[36] https://molacnats.com/2020/05/01/ninos-ninas-y-adolescentes-trabajadores-queremos-ser-escuchados-y-exigimos-que-se-atiendan-nuestros-derechos-y-de-nuestras-familias/
[37] https://www.facebook.com/notes/manthoc/pronunciamiento-1ro-de-mayo/2434511709983630/
[38] https://www.facebook.com/mnnatsop/videos/279081436763023/
[39] https://www.savethechildren.org.pe/noticias/organizaciones-de-ninas-ninos-y-adolescentes-piden-reunirse-con-el-presidente-vizcarra-para-expresar-sus-preocupaciones-por-la-pandemia-y-el-levantamiento-de-la-cuarentena/?fbclid=IwAR0mIHCTZ6iwcZ-IRR7bbila7QQag2qbqPPBtS5CzaGhcUEWE0Q4nkvcPU4
[40] https://www.facebook.com/CorenatsVenezuela
[41] https://www.clacso.org/declaracion-frente-a-la-pandemia-del-covid-19-en-los-mundos-rurales-latinoamericanos/
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