parents my old were not people
Adept to protect and maintain
innocence and children’s fantasy
I was about 17 years old
They ironed with the phrase no kings
they exist to finish
to be honest and the seven flights 81
begins to have some suspicions
in my case the suspicion was
linked to that the kings responded
when I asked a ball but not
so when he asked a Swiss Army knife still
is that my father in particular was
convinced that the case was a great
conspiracy to explode them christmas
of the chiquilines and fit sometimes
very inconsistent allowed others
things for example that we left
making today my brother the 13 or 14
years to Buenos Aires or they had a
very bad evaluation of our
motor skills to handle the skates or a
very positive evaluation of the
truckers who were going to lift us
hitchhiking towards Buenos Aires
well I’m going I’m going off the subject let’s say what
important is that they confirmed a
suspected but it was clear the kings did not
they existed was explained
I felt obliged to
convey that bad news a
tendency that I have sometimes to the rest of
my parents from my friends and I chose my
first victim a good friend of the
neighborhood and the conversation I do not remember
exactly but I think more or less
If you look, I have to say something that
the judges does not exist
and what do you say to me because I messed up
failed existing even if they do not exist and
who brings us the gifts are the
parents my father told me that the valleys
they do not exist
that what brings us the gifts are the
parents have continued thinking ratito
possibly remembered the water and the
pact that left and disappeared
he answered because you do not believe me and
where the camels hide the parents
this story really has two
sections for me the first that the
still small children are beings
thinkers who argue that they use
evidence that you have in theory about the
world they argue that they change and that they go
building their versions and their forms
to understand what happens what is not
they are like mafalda says there a space to
where to place content and information
They are much more than that
this seems to me that it was the first thing that
he left the election as a lesson what
second that is on another level
completely different but relevant
it’s also that the paradigms that
we call paradigms that are nothing else
that a set of beliefs of theories
about what it is about how things
function in this case the paradigm in
the valleys exist and everything that
comes accompanied by kings
for January 6, ask for gifts
etc
that paradigm but any paradigm
defends itself from its own
postulates the camels the camels
they will be clear compelling evidence of
that parents could not be the judges
because they did not have how to hide the
then the paradigms defend the
children are beings where we do not have to
look for everything to fit in your head
I believe it is possible to build models
educational education ideas projects
of education where we start
just from the idea that we are
three people who think they are arguing
who argue that they believe in their heads
that are not repositories of knowledge and
information but for that obviously
we have to face a paradigm and a
paradigm that is defended that is going to
defend in different ways what is
the one who looks at education from
some many postulates that have gone
changing during the 20th century but that
they are still present in the 21st century
the first one is the idea of
conformism
this is the student the student must be
conformist to receive and accept the
set of elements that are disclosed not
can you argue with me that I had the
revealed truth let’s say about the root
of that reality can not argue
with me but that receives that information
incorporates it and is now part of the
truth with which he or she should
work the second postulate is that of
homogeneity the idea that really
what they have to learn
chiquilines and incorporate answers
first to a kid model more or
less standard relatively
grid than an assembly line
we are placing the different
elements that it requires and with it in
definitive
we build and we give to that kid
the possibility that in his career
that does not reach them supposes very linear in
true that one begins to study and
then he continued doing it and surpassing
fences to get to the university and
then finish road relatively
relatively homogeneous linear
we have conformity we have homogeneity
we have a third postulate and so
what really matters and this is
explains in part by the history of
20th century
what matters is the contents and the
information that we transmit that is what
fundamentally not so much in the problems
that we can consider with those
content and information
then there is a mobile or so it says
good you have
incorporate abc of it on this basis
I will evaluate it and if you can
exceed this amount of content of
information that I told you do you have
to remember then there we go what
which is not very similar to taking a step
plus
they tell us no no it’s just content and
information also together
routine that people have to
learn to solve an equation
mathematical or to identify in the
written language the structure of that
written language and tools that
we give them that they are routines are routines
mechanical and self-contained was we can
apply not so much the management of
uncertainty compliance not debate
questioning homogeneity not
diversity of contents and information
no problems and relatively routine
closed no strategies to manage the
uncertainty and clarified the four axes
that I am criticizing are not simply
something susceptible to being thrown to the
garbage because we need certain
common canons because we express ourselves
obviously some ability of the student
to receive information and incorporate it
before questioning why we need
content and information
pose the problems and routines for
solve them to handle the
uncertainty but the ultimate goal
is on the other axis are these others
elements
and there we have to consider
just that we are not facing something that
be a topic to evolve in the
education
I believe that really and this is not only
a problem of uruguay to problems of the
world
I often stop the problems
specific to uruguay
this one is common from uruguay with
many countries of the world
we have to tackle a revolution that
part first for hugging the huge
diversity diversity of talents
diversity of learning rhythms
diversity of learning ways
Just think about what you
saw today in the enormous diversity of
talents they saw
and how these talents emerged and how
the rhythms and the ways of learning
they were different from those of a grandson of
a lay Jew who learned to understand
the electoral game when he read a poem
to the grandfather who asked him or a
young man of 16 years for some reason said
I want to learn Mandarin and I
interested China and then it was formed and
he built something that goes much more
Beyond that and you will see the
importance that this has for
think of the future as a country as
region as a world or an accountant that
she did her entire career as an accountant
then he worked on financial issues but
with that tension with the need and the
willingness to act and essal brought it to
look for empathy and profitability links
of empathy and it’s not a business a
footballer who is a poet and who putting together
those two things is much more than that is
a guy that today promotes and manages
carries out cultural projects to
neighborhood level or a self-taught that in
the world of looting found a space
of recognition of identity and
capacity building
we have many more let’s say the ones that
they showed up today if we remember two
good people this says the time and
they are clearly the two musicians who
they presented us with good talents too
they were forged in a very diverse way
and the music and the idea of tradition
and the transgression has a lot to do
with this idea of variety of change of
ability to pose problems
so let’s look at that diversity and
let’s avoid this that you should not see what
says I at least there was nothing without
but I wear it so that the
exam is adjusted everyone will have to
do the same test please upload the
tree
[Music]
is not only when not when we
we recognize this diversity when not
we know
this multiplicity of talents and rhythms
and in a way to learn and generate
accreditation systems and
certification based on a model
only
then we also sacrifice many
kids what does not mean what
that does not mean that the system does not
you have to be careful and that the
education does not have to be attentive to
understand when someone is not
incorporating fundamental tools
that will allow us to learn later
different things with different rhythms and with
various ways can not happen to us what
what happens in this vignette of mafalda that
happens to us too often there yes
in Uruguay also in other countries
we have to be able to identify the
lack of learning or the
impossibility or difficulty of
learning is that we all have in
different moments of life before not
stigmatize incorporating it as something
which is a normal part of the dynamics of
how are we progressing and learning
diversity then on the one hand and for the
other
pose problem solving
raised that the contents and the
information are useful when
we can order to think how
solve problems recently since
221 we made a round table where he
They presented different ways of evaluating
in the world and the ways that are
advancing to evaluate for problems
evaluating this way for example we
pose that a sailboat to go
from I do not know from Stockholm to Lisbon
with a candle of such footage and with so much
precise wind of so much time and how
would have to modify the size of the
candle or the force of the wind to be able
arrive five hours before or ten hours
before we are posing in the background
an equation that with that information and
some more
we can go building and clearing that
same is very different than 7 and 8 x + 4
is equal to 6 in the first case the
they are telling a text in time
And form
a relevant order in a way that
you can then consider solving it
then apply the mechanical routine that
show the other one they’re just asking me
applying the mechanical routine that
teaches
then again problems and problems
where possible they may be relevant
there are two cartoons here fun and
when I say relevant I do not say that they are
instrumental to employment or work
not relevant also for children
that the ten years are dealing with
your feelings or children that at 13
or 14 are arguing in your head
about life where it goes and what
have to do
they are philosophies humanities is
mathematical also the language but
you have to avoid is the reflection that makes
more missing that is interesting that is given
in primary but that many others are given
moments where she ends up saying
would have to raise a monument
sacrificed authors who instead of
write transcendent things he prefers
teach us Balearic not because you do not have to
teach to read because you can teach
to read in other ways you do not have
because to teach to read from things that
they are separated from the daily life of
individuals is harder still and
It shows how good I at least
I belong to the generation where
still the gender bias
it was very clear that therefore it was my
mom pampers me to the dough and things
of that type that we have corrected but
we need simply congratulates
who runs has an excellent mother
stuck taught him other things the
woman is interested in relevance is another
relevant element and the other is to create no
repeat asking the little ones so much
in primary as an average that believes on
base of tools that we give but
who believe I still remember the stage
of the subject and the predicate
I do not know if you remember but for
I was tortured for several reasons
first because I did not like it very much but
also because they do not remember
I think the subject had to be marked
underline it red and the predicate in green
and I’m colorblind
with which for me the mess was
complete but also I did not find
particularly interesting until the
third that was the third of the lyceum of
a teacher from whom I do not do justice
of remembering and howard in all that in
this class what we are going to do is read
and write
they start reading whatever it is to give an account of
felisberto hernández translated stories
of the English of diverse authors nothing
context and write and in the process
knock
I learned subject and predicate because to
do certain things I had to handle it
well I had to realize when
there was a subject issued creating I went
incorporating different dimensions that
they made to learn to learn to teach
teaching to learn is one of the
human adventures
in my opinion it is the human adventure that
marks the summit of what we are nothing we
Unlike other living bugs
we are definitive bugs like the
quantity of elements that we learn in
life and that we teach in life to
others and that in that teaching process
we also learn society
good part of the 20th century there was a
very particular very particular mechanism
which is the compulsory school system in
where the Chinese have to go we sit down
there and for four hours eight hours or
six or seven hours for five days to
week
they are there to learn
we can not waste that population
erroneous if in the modalities
that increase freedom equality and
learning customization
we have to bet that the
making the most of this and
other than with these lines I will
posed added to a change in how
we look at time and space
was born because dividing the units
thematic in 45 minutes as we do
today in Uruguay or because space is
always a classroom with those desks
they remember there were also desks
before the beatles were indeed made
It was hard to leave the desk is
they wait for that was not chance was for
that was not still
so then that is not so
but work in groups or groups of 50
working with three teachers at the same
Time in collective tables
of 45
you have to be encouraged to think that think
from the contents go further and the
skills and abilities that
we pretend that all kids
can be incorporating your facebook in
its forms can be done
Finland I have seen what is being
doing in china or in china is
fascinating some of the experiences
that the Jesuits are being seen in
catalonia are advocating gando and
applying a transformation process
radical and here in our country and
public and private institutions
are being played by a model of these
custom features
relevant oriented by capabilities
but within a system that is
structured so that this does not happen and
within a system that in the background
it is thought as the old system
industrial like the old system of
assembly are our teachers
teachers and teachers who try
break it but not our model
prescriptive curriculum is not our
way to make time not our
form of space structure in that
we follow and in an absolutely element
key in punishing and stigmatizing the
rice
the error is the way we have of
to learn
I told him that, silveira said
failure embraces the failure to understand
that failure is part of the processes
of growth
the error is not an element to which
our children girls and teenagers
they have to be afraid at school
seo have to be very willing to
go through it I did not find a vignette
of fantastic mafalda where manolito
gives her a third sleeve teacher’s note
the father and the mafalda and his son says
more than doing homework he perpetrates
there is a very hard punishment to error
I think we have to try to go more
beyond this in another element that
we know is that we can not talk we have
to do this for several reasons
we have to do it because it’s better
better for students is better for
families in the form of teachers
but we have to do it also because
the world changed and keeps changing
within what is going to be the world of
future
there are two things that will tend to
disappear now if from a point of
view of the spaces that the
people in their future life projects
routine manual tasks tend to
disappear since the first revolution
industrial replaced by machine but
which now also begin to
disappear are the cognitive tasks
routine faith
they are also being suppressed
those that we are staying are the
non-routine manuals and cognitive
non- routine those where you have to
handle the uncertainty there is
will be and encourage you to make mistakes there
to work not with content but with
problems or with the ordered contents
to solve problems in the world
that comes to us is a world of these
characteristics where also the
content and information to which the
monopoly that was proper to the school
a certain period is no longer so relevant
already in this vignette already this seems but
by mass media
long before internet
I got here not but freedom
basically it says good you want
save the highest peak in america
I saw it in a magazine I bring it
tomorrow no but see what to say now and
because if I have the magazine faith
today the same thing happens to us when
they ask for a lot of information in a
documentary made by a teacher
American in an approaching Finland
group of children supposedly
they were working on history and
geography
on the theme of Africa and each
little boy the postulate of he had
since I had to write a report
that could be an economic report a
report for tourists a report
politician a report for a newspaper
global what it was about some country
of Africa and the teacher comes up and the
start asking someone good
are seeing Africa then what
they are the capitals of africa
I do not know what the rivers of Africa are
I do not know what you ‘re doing is good
having a thing envelope air
looking at the income data that have
had and the problems they have had in
the last time of poverty and has
worked to the side proceeds economy that
helped me with efe does not always come back and what
does and so I am writing it
report on the rivers
I’m not doing an exercise
memory I am learning to write
a report two very different things
a memorize certain things that others
learn certain skills skills
and channels kaka follows another vignette that
can have are very funny and it was not
a guy who has moved ahead of his time
but ultimately what we have clear
then that a big change is required
and it’s a big change that changes everything
change the relationships of being able to change
institutional cultures change the
teacher training changes the sense of
the teaching profession in the 21st century
because like all the others
professions there is a set of tasks
routines that the teacher performs
we will be able to substitute computers
for this the capacity of
understand how the kid learns from
manage their rhythms to identify how
link a topic with another to do
work together to generate empathy
handle frustration
these elements that are extremely
complexes of the teaching profession
are susceptible to standardization and
reuse is now an excellent
documentary about the revolution
today it can be better than a class
dictated by a teacher
then there are elements that are going to
use others that do not
for this to prepare us for the century
21 we have to address this change
revolutionary
and this revolutionary change so
so much is complex and difficult is not
easy for the actors to approach it is not
easy first than from own
educational system arise change this
radical systems are not intended
to transform and self- solve and
think radically
different there are many teachers that what
they are doing there are many teachers that
they will accompany him but the teachers will not
are the system the system are a
set of institutional rules of
mechanism rules we can and should
add teachers in this adventure
but the system change is not going to
come from within the system only
neither will it come from the class
politics because because education is
a typical case where the costs that
one for are concentrated and immediate and
the benefits are diffuse and in the
future and there is no thing that costs more
to a politician who bear costs
immediate concentrates for benefits
diffuse and in the future is part of how
is the business to be political and then
good
in the world there are many initiatives in
Uruguay we create together with others
colleagues
another initiative of these
features eu and 21 that I do not
worrying is that it is an initiative
citizen and what she wants is to add
efforts for this transformation
setting programmatic bases and
techniques but adding people from
all places in the country
and when I say places he said places
Institutions and geographic locations
university students who
teaches uruguay are going to us
look for that they go to give classes
because we are missing, mathematical and
language
well there’s a great initiative that
will bring the public debate with the
actors from the business world and the
world union that country is coming how
we stop in that country
construction from capacity
technical and in the form of a proposal that
you have to put it on the table to
discuss not to have the truth
revealed but to discuss
you have to be encouraged to put that proposal
on the table and then all of you who
you can add
obviously the initiative and it happened to
file but also in their fields
family education work
can promote this that undoubtedly the
quintessential human adventure that gives
fear
a change of magnitude and nature
that I am proposing clearly remains but
that first step we have to give it
we have to take the first step is to say
We believe that it is necessary
We believe that it is possible and that all
together we can move forward
thank you very much
[Applause]
[Music]
[Applause]
you
”
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