On May 12, 2022, the Berta Cáceres Feminist School WMW-Américas began formally, but it was made possible because for more than 6 months the methodology working group was thinking, dreaming and taking time and life to give body to the School. Nalu Farías (Brazil), Norma Cacho (Mexico), Martha Godínez (Guatemala), Alejandra Pérez (Chile), Alejandra Laprea (Venezuela) with support from Mafalda Galdames (Chile) and Yamilet González (Honduras) are that team of women who meet every 15 days to think about the school, its methodological design, to evaluate the sessions and make adjustments to the project. The work team began by defining the school as a process of popular and feminist education which aims to strengthen the World March of Women Américas, through political training, analysis and reflection, to expand their alliances, mobilize their goals and resistance, determining for this three axes to develop, which according to Norma Cacho, was the first big challenge the team faced: “The main methodological challenge of the school was to define the three axes of the school: Systems of Oppression, Feminist Economics and Movement Building, and that these axes should have a logical, methodological sequence, a political sense of what we want to strive for with this school, which is to deepen the feminist economy of rupture as a practical and political proposition to subvert this capitalist, patriarchal, colonialist system of death...” This rich process nourished by the territorial experiences from Guatemala, Mexico, Brazil, Venezuela and Chile is synthesized in a fragment extracted from the Manual of Feminist Popular Education: Sowing Gender Justice to Dismantle the Patriarchy, by the ally organization Amigos de la Tierra/Friends of the Earth: “When we talk about feminist popular education, we are talking about a rich and stimulating process of collective and personal growth and development that allows us to acquire a critical vision of the reality in which we are immersed under the logics of a capitalist, patriarchal, racist, colonial and heteronormative system.” Nalu Farias points out that having held the school very soon after the IFOS experience allowed them to be clear about which experiences should be replicated, as well as to know which ones should be adapted or changed according to the context on the continent. This militant with extensive experience points out: “…for me, coming from a long experience in the work of face-to-face training and popular education and therefore very linked to group dynamics, to working on relationships, participation as equitably as possible, the virtual format is a great challenge, where you work with a larger group, with a shorter time, without having that energy of non-verbal communication. This forces you to create other ways of reading the group and their participation...” For all the interviewees, adapting the philosophy and techniques of popular and feminist education to the virtual format has been a great challenge, Alejandra Pérez highlights: “…A great challenge, in methodological terms, is to have made use of popular education methodologies with virtual tools. We have insisted on utilizing them, proposing dynamics that not only include the oral or written, but also use images, drawings etc., and within that, we have the complication that not all compañeras have access to a computer, many connect via telephone. Therefore, it is very important that in group activities everyone fulfills a role according to the possibilities that their connection allows, so one takes notes, another moderates, the other searches the internet, at heart it is a very collaborative experience…” The Berta Cáceres School completed the first module, Systems of Oppression, and among its achievements is having had the participation of delegates from all national coordinations, having expanded participation to ally organizations such as ALBA Movimientos, the Asamblea de los Pueblos del Caribe, CLOC/Vía Campesina, Amigos de la Tierra and the Confederación Sindical de las Américas, and a significant presence from Caribbean delegations, Nalu tells us. Norma points out another methodological and political achievement: “Having a structured methodology, a dedicated and creative technical team, all this has been an achievement that we have dreamed of for a long time, which is not only our achievement as a methodological team but also of all the compañeras that in the midst of their lives, militancies and jobs steal time from the capitalist system to learn critically, dialogue with others, share experiences… that is a great achievement for all of us in these times and especially for our social movement.”