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During the COVID-19 pandemic, we saw the limits of radical horizontality. Countries with strong, centralized Ministries (Uruguay, Costa Rica) rolled out remote learning infrastructure in weeks. Countries with fragmented, "autonomous" school systems devolved into chaos, with rich schools zooming and poor schools disappearing.
April 14, 2026
But across Latin America, from the CGT ’s influence in Argentina to the CNTE ’s radical unionism in Mexico, the demand for autogestión del Ministerio de Educación is no longer a fringe anarchist fantasy. It is a practical, albeit chaotic, political proposal. autogestion del ministerio de educacion
Further Reading: "Calibán y la Bruja" (Federici) on the body politics of education; The Zapatista Escuelitas for a real-world model of autonomous education. During the COVID-19 pandemic, we saw the limits
This is the paradox: You have to dismantle the server. The Three Pillars of Educational Autogestion If a Ministry were serious about devolving power, it wouldn’t just “consult” stakeholders. It would dissolve itself into a logistics hub. Based on historical experiments (from the Spanish Revolution’s schools to the Escuelas Libres of Argentina), here are the three non-negotiables: April 14, 2026 But across Latin America, from
Education is one of the last spaces where society accepts the "Father State." We want the Ministry to be strict, standardized, and reliable because we are terrified of the messiness of freedom.
When teachers in Oaxaca block the Zócalo, they aren’t asking for a new textbook. They are asking for the abolition of the bureaucratic approval process for local curricula. They want the poder (power) to decide, without a Director General signing off on it.