Abstract

This work investigates the management of institutional crises and the implementation of Participatory Action Research tools in response to the floods in Zárate-Campana and Bahía Blanca, Argentina. It emphasizes the need to transform educational institutions into resilient learning spaces by designing project-based pedagogical proposals that integrate community experiences during disasters. Through case analysis, an approach is proposed that not only addresses risk dynamics but also enhances the empowerment of affected communities.

The analysis is based on the disruptive model of Moty Benyakar, which highlights the importance of communication and community participation in crisis management. This model provides a framework to understand the interaction among social actors and how education can serve as a vehicle for resilience.

The CITED guidelines are also considered, focusing on the development of educational competencies adapted to crisis contexts, promoting comprehensive training. It is concluded that a proposal designed based on these experiences can facilitate preparedness and response to future critical events, fostering a culture of resilience and adaptation in educational environments.

Keywords: floods | climate disasters | model of the disruptive | Moty Benyakar | research for action | management analysis | institutional crisis | projects | educational community | resilience | co-metabolizing function | CITED