What are you names? What’s your relation to the project The Sugurú Tribe? (0:22)
Why did you choose the name ‘The Sugurú Tribe’? (3:50)
We’re in front of a “Cultural association for Collective Child-rearing.” Why have you chosen a legal structure? How has your constituent process been? Where are you situated in the project? Do you receive any kind of institutional help or subsidy? (4:39)
How many families are you, and how are families selected? (11:30)
What do participating families commit to, and how is the commitment established between the families? (14:09)
What do the families in the Sugurú Tribe have in common? (17:01)
How do you choose the person who accompanies the children? (17:31)
Is this person who accompanies the kids contracted by the Association? (20:02)
What’s the significance of the caregiver (literally ‘figure of accompaniment’) in the context of the Sugurú tribe? (22:24)
How do the parents of the project accompany the kids? (24:42)
What happens when adults can’t accompany the kids because they have an inflexible work schedule? (25:40)
How do the children form relationships with other people and places outside of the Sugurú tribe? (26:20)
What do the people in the tribe eat? (28:51)
What happens at three years of age when there’s the possibility of going to school? (33:00)
What consequences does not putting the kids in school at three years old have, if any? (36:10)
What do you think is going to happen when your children turn six? (38:22)
How are decisions made in this tribe? (39:58)
What have you learned from being part of the tribe? (40:23)
If we think about it, we’re looking at a project of informal expanded education that, in some way, is compensating for an unresolved issue in a public service structure. Do you believe that’s a real issue? If so, do you believe that it’s a reality that’s changing in Barcelona? (42:30)
For many collectives (established before and after the 15M movement), 15M has signified a moment of reorganization, reinvention, and strengthening. What has this moment meant for this project? (43:41)
Is the Sugurú tribe a political project? If so, what kind of politics are we talking about? (45:44)
From your own experience, what deficiencies do you see in the formal early education system and its child-raising? (47:37)
What concrete unresolved issues do you observe? (49:46)
Based on your experience, what is key to the successful function of this kind of group? (53:30)
Have you done advising work for other families? (55:18)
What models have helped you to direct this project? (56:30)
What does it mean for the Sugurú tribe to grow, in non-capitalist terms? (58:00)
This is a shared space for raising children within the model of an extended family. It’s a process of interaction, playing, and experimentation for children between 0 and 6 years old. Its function is to support processes that facilitate the growth in children’s autonomy, as well as their relation to people and their environment. This process is realized from a place of respect, active listening, observation, and maximum attention. This is also a group for responsible and eco-friendly consumption, which the group realizes through its own manner of organizing family diets. This is not a nursery that is ‘pretty,’ it is a group dedicated to the transformation of the educational structure through its practices and through family and social involvement.
