CANALCATORCE — broadcast
20261011 153000 UTC
524 transcript segments
Google Cloud Speech-to-Text API (Chirp) + Gemini 2.5 Flash Non-Thinking
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Machine transcription. Treat it as a searchable index of what was broadcast, not a verbatim quotation record.

[00:00:02] a face, of course he is, Guillermo, how do we add to this part,
[00:00:05] because I see that precisely this is also a topic that has been centered, added precisely
[00:00:09] with this part of emotional education, the pair of
[00:00:12] learnings that have to be,
[00:00:15] personal. What some guided by human hands, yes, no, totally agree with teacher
[00:00:19] Simena, it's something fantastic what
[00:00:22] will live, what do we as she's mentioning, uh, the fact that yes, technology is going to be part of humanity, right, at
[00:00:26] some point, well, it was even said that one cannot go from the
[00:00:30] spoken word to the written word, how is it possible that
[00:00:33] we are going to transmit that knowledge in
[00:00:36] that way, even at one point women were burned
[00:00:40] because they were reading books and were accused of being witches,
[00:00:44] right, and that is precisely something technophobic, something that
[00:00:47] we cannot do as uh in this current society,
[00:00:51] however, we also cannot relegate everything to
[00:00:54] technology because, well, currently what we are observing
[00:00:58] and especially with the extreme use of artificial intelligences
[00:01:01] is that they rely on everything they say and I don't know if you have
[00:01:05] heard that even artificial intelligences can hallucinate, uh, if you
[00:01:09] ask them something, they invent a source and in reality they are not giving you
[00:01:13] real knowledge, they are giving you completely invented
[00:01:16] knowledge and that is quite dangerous because then if you just
[00:01:20] trust what artificial intelligence says, then there will be no
[00:01:23] learning and you will not understand things, but besides this,
[00:01:26] when you are using this
[00:01:30] situation, you are not developing an
[00:01:33] adequate working memory and in the end there is no good
[00:01:37] integration of memory and learning per se and
[00:01:40] that will have long-term
[00:01:43] there are many students who depend on consequences as has already been seen in several tests not only of PISA
[00:01:46] but also in an ABC of cognitive
[00:01:50] issues of children, for example, regarding this excessive use of
[00:01:54] technologies, but besides this, if we
[00:01:57] are constantly using devices, our attention
[00:02:01] will be completely fragmented and how long
[00:02:05] and reproductive processes of does our attention last now, less than a minute,
[00:02:08] 36 seconds, 10 seconds, 30 seconds at most, and
[00:02:11] why? Because precisely, I think I'm not going to delve too much, but in the design of
[00:02:15] platforms
[00:02:18] agreement to would propose is there is this very malignant issue that says, well, in
[00:02:20] 15 seconds I'm going to give you all the information and you keep scrolling, scrolling, scrolling,
[00:02:24] and your attention is so fragmented that afterwards you say, I have
[00:02:27] ADHD, and the truth is that you don't have ADHD, you have an excessive use of
[00:02:30] devices. Well, ADHD is the attention deficit
[00:02:34] hyperactivity disorder. So there is also an
[00:02:36] overdiagnosis, and not only that, it will generate a
[00:02:40] feeling of anxiety, and guess
[00:02:44] prevented me from continuing in what, anxiety also fragments attention, and if attention is
[00:02:47] fragmented, our memory will be altered, that is, if you
[00:02:51] realize, it is a series of consequences of everything
[00:02:54] we are doing day by day with devices.
[00:02:58] Precisely on this that you are telling Guillermo, Gustavo also had this note about what
[00:03:02] happens when you have to be the teacher and you have to combat that, what do we
[00:03:06] call it, economy of attention, how to face that moment when
[00:03:10] we also have these technologies completely integrated into our lives
[00:03:14] as teachers, as students, as beings of this
[00:03:17] planet. I would like to bring back what
[00:03:19] we are planning what Simena said, the figure of the teacher as a means
[00:03:22] of intervention between technology and the student, and I believe that to fight this
[00:03:26] battle, before this battle against the algorithm,
[00:03:30] before or in parallel, we have to fight another cultural battle, which is to recover the
[00:03:33] authority of the
[00:03:36] emotions or were taught as children to teacher, not only in the classroom, not only within
[00:03:38] the school, but in society. I believe that one of the most perverse
[00:03:42] effects of neoliberalism is that it
[00:03:45] know that these platforms, which took away that authority from the teacher, it positioned him as an obstacle to development, and there are
[00:03:49] uh investigations by researchers who have studied the effect of
[00:03:53] technology on education have shown that there was an effort to discredit the
[00:03:57] teacher's work to replace it with
[00:04:01] parents. I'm afraid to talk to technology, with software that was cheaper, so we have to fight that battle as a society, as
[00:04:05] fathers, as mothers, grandparents,
[00:04:08] companions of the young people to recover that
[00:04:11] moral authority of the teacher. Also,
[00:04:15] you as future teachers must assume that responsibility with
[00:04:18] congruence to
[00:04:21] precisely our little head, avoid that deterioration inside the classroom.
[00:04:24] Now technology is already integrated in classrooms, there are many
[00:04:27] experiences worldwide. The one that I would like or the one
[00:04:31] that caught my attention the most is Norway and Sweden, which 20
[00:04:35] years ago made an effort for one child,
[00:04:38] one screen. Recently they have been reversing that
[00:04:42] technology, they have even
[00:04:45] invested a large part of the education budget in bringing back books, in bringing
[00:04:49] back notebooks because they realized from 2016
[00:04:53] to date the deterioration that Guillermo
[00:04:56] plane, to the plane of mentions in the attention of young people, there were more medical appointments for
[00:05:00] anxiety, for depression, uh,
[00:05:03] so from that experience they began to reverse the
[00:05:06] prolonged use of screens
[00:05:10] even in education. So. The first point would be that,
[00:05:13] to recover the role of the teacher as a mediator.
[00:05:17] We also have to combat this idea that technology or the effect of technology
[00:05:20] is individual because my phone is personal, so the
[00:05:24] negative effect is
[00:05:27] PISA studies with UNESCO have shown
[00:05:31] is that one third of students are distracted by their
[00:05:34] phone, but there is an effect like cigarette smoke, that another
[00:05:37] third of students are distracted by notifications, by
[00:05:41] the sound, they are distracted by the screen of their
[00:05:43] classmate's phone, so we have to
[00:05:47] combat that idea that the negative effect
[00:05:51] of a screen in the classroom, of a personal screen in the classroom,
[00:05:55] is an individual effect. It is having
[00:05:58] a correlation with the rest of the classroom. We must understand that
[00:06:02] conversations, anxiety,
[00:06:04] depression, negative comments that young people read on social
[00:06:08] media are impacting the classroom.
[00:06:16] Maria, a determined young woman to fulfill her dreams, has by her
[00:06:20] side a man who hides a great secret, an unexpected
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[00:06:33] but it's not because of that, maybe I always got everything
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[00:08:21] What do you think, what experiences do you have, especially
[00:08:25] studying this, this that you are so passionate about and preparing to
[00:08:28] share, how has your relationship been with social networks, with digital
[00:08:31] platforms, in terms not only of how we teach,
[00:08:35] but also how we feel as users of them, does anyone want to jump in
[00:08:38] here, a question, comment, experience, come on, well, indeed.
[00:08:42] It's not that technology is bad as such, what is bad is not having a
[00:08:45] guide. I saw in
[00:08:48] an Instagram reel a
[00:08:51] mother who implemented a strategy to detox her
[00:08:55] son from so much digital dopamine, in which she would give him half an hour of
[00:08:58] absolutely doing nothing, just lying on his bed without making any
[00:09:02] movement, any thought, and the child
[00:09:05] began to improve his attention, his grades, even his own mood
[00:09:09] was less grumpy, less bipolar. He was a
[00:09:12] happier child when they stopped this hour, half an hour daily of doing
[00:09:16] nothing, no social networks, no playing, just lying down
[00:09:20] with his own thoughts. I hear you and I return precisely to
[00:09:23] this need that we have to start
[00:09:27] introducing an integral digital literacy,
[00:09:31] and an integral literacy not only evokes
[00:09:34] functional or technical issues, that is, today we know that knowing
[00:09:38] about the algorithm or technology does not protect us
[00:09:42] from the... all of the algorithm or technology, from
[00:09:45] misuse or excessive consumption.
[00:09:48] These platforms, particularly social networks and
[00:09:51] some other platforms like generative artificial
[00:09:54] intelligence, not only appeal to the declarative,
[00:09:58] cognitive, technical plane,
[00:10:01] they are designed to also appeal to something
[00:10:05] much more subtle, to the emotional
[00:10:08] the sensations it generates, for example, uh, spending
[00:10:12] an afternoon chatting with Chat GPT telling
[00:10:16] it all my anxieties, doubts,
[00:10:19] uh, questions, etc. Uh, we have
[00:10:22] evidence even in some investigations that we have conducted at the
[00:10:25] Iberoamerican University here in Mexico that young people today
[00:10:29] prefer these devices to ask questions that
[00:10:33] have to do and especially with very intimate
[00:10:36] personal matters, their sexual life, their love life, their relationship
[00:10:39] conflicts, rather than seeking another person, and it
[00:10:43] seems to me that there, precisely, is where these
[00:10:47] kinds of hooks begin to happen, because
[00:10:49] technology itself has that possibility
[00:10:53] of being programmed based on algorithms that
[00:10:56] appeal to your emotional attachment, right, so that
[00:11:00] they capture your attention, so literacy should not only be
[00:11:04] technical, how do I use it, what is this algorithm about, there has
[00:11:07] to be other ingredients and that is a good question for us to answer,
[00:11:11] what ingredients need to be there? My question is about social
[00:11:15] networks that this year the government of the United Kingdom
[00:11:19] uh prohibited, is enacting a law in which minors are prohibited from
[00:11:22] using social networks. Also this
[00:11:25] year the Spanish prime minister has affirmed
[00:11:29] that they are also working on a law for
[00:11:32] uh minors not to have social networks,
[00:11:36] also here the Mexican government, my question is
[00:11:39] if you are in favor or against minors
[00:11:43] not being able to have social networks. My position is
[00:11:46] spaces free of personal screens, for example in school, I think
[00:11:50] we do have to push for there to be
[00:11:54] an interaction. Uh, in school, the case of the United
[00:11:57] Kingdom and in other countries has started to push precisely due to effects like the one they
[00:12:01] mentioned, uh, an increase in psychological
[00:12:05] appointments for minors, due to depression, due to anxiety. Perhaps the
[00:12:08] word is not prohibition, it's not prohibiting them from having social
[00:12:12] networks, but rather ensuring spaces where they are not in
[00:12:15] contact with social networks, like school. It has also been proven, for example, in this
[00:12:19] case of Sweden and Norway, that when combined with the
[00:12:23] teacher's guidance, when combined with cultural activities,
[00:12:27] combined with sports activities, with one-on-one
[00:12:31] conversation, the student's ability, the student's learning, and the student's performance
[00:12:34] in some tests improve a lot. So my
[00:12:38] idea or the struggle or what I
[00:12:42] spaces free of personal screens. How many of you
[00:12:46] here, raise your hand, agree that schools should not have
[00:12:50] personal screens?
[00:12:53] personales?
[00:12:58] Well, we'll set that up in the second round, we'll debate that, but on this side I saw you had
[00:13:02] a question here, yes, well,
[00:13:04] when I was in high school I had a health problem that
[00:13:09] high school, so I was at home resting and so as
[00:13:13] not to miss school I had to take a
[00:13:17] Ceneval exam, but when I took the Ceneval exam I didn't have teachers and
[00:13:20] there were many topics I didn't know at that time, so what
[00:13:24] I did was adapt to a
[00:13:27] hybrid study plan, so to speak, where I started reading
[00:13:31] in a traditional way, highlighting, taking notes,
[00:13:34] annotations, but I also combined it with artificial intelligence, that is,
[00:13:38] I would tell the artificial intelligence to be my demanding teacher and
[00:13:42] fail me, that is, give me a difficult exam, and it would do it, it would
[00:13:46] do it and correct me, I would see if what it told me was true or
[00:13:50] false and little by little I did that for about two months,
[00:13:53] I took my exam and I passed it, so
[00:13:56] I consider that the use of artificial intelligence is
[00:14:00] good as long as you know how to use it,
[00:14:03] all this has a very important impact, it talks about digital
[00:14:07] literacy, you gave it certain instructions to
[00:14:10] artificial intelligence, but you were only
[00:14:14] a year old and you already have a certain education, at what
[00:14:17] age did you start using this artificial
[00:14:21] intelligence? Well, it's only been a few months since
[00:14:25] I knew about it, exactly, no, that is, your education,
[00:14:29] your neurodevelopment is already much more advanced and allows
[00:14:32] you to have something fundamental which is critical
[00:14:35] thinking and which is formed throughout life, which if
[00:14:39] you leave it to a four-year-old, a child will not have critical
[00:14:43] thinking, and that can be formed quite badly
[00:14:46] through the use of artificial intelligence, because they are also
[00:14:49] designed to please, they are designed to...
[00:14:53] tell you, of course, you can do this and I tell you and
[00:14:56] go back with your boyfriend, for example, it can tell you, oh why not, why
[00:15:00] not talk about it from that point of view, so it is
[00:15:04] important to say that of course it is
[00:15:08] part of our growth, it is part of our human
[00:15:11] development, but at what ages, with what
[00:15:14] criteria and within what limits can I
[00:15:17] use them? The president said, we are going to prohibit
[00:15:21] devices in schools, okay, you prohibit them in schools, but guess
[00:15:25] what, when they leave
[00:15:27] there with their parents, many parents give the child the device
[00:15:31] and they have access, now prohibiting it.
[00:15:35] ahora prohibirlo.
[00:15:38] it's like the opposite effect happens, children will have more temptation to want to
[00:15:41] interact.
[00:15:45] Now, for me the solution because I remember a phrase
[00:15:49] that I read in ICT classes is that we as teachers have
[00:15:52] to prepare children for the world they are living
[00:15:56] in and for the future they
[00:16:00] educators and also parents have to contribute, because to say that
[00:16:04] education depends only on the school or the family, for me
[00:16:08] that is a mistake, but rather it has to be a joint effort, what do we have to do
[00:16:11] as teachers, learn to use
[00:16:14] technologies with values, also include
[00:16:18] socio-emotional education, because
[00:16:20] that also helps a lot in children who after
[00:16:24] adolescence will face social networks, that is already
[00:16:28] fostering critical thinking in them
[00:16:31] so that for the future they are no longer
[00:16:35] lulled to sleep with the... Look, I think that's a great comment you
[00:16:39] make, and I don't think it's being
[00:16:41] framed from prohibition, I think it's being framed
[00:16:45] from regulation, there is already evidence in other
[00:16:48] latitudes, even in some states of the republic where these
[00:16:52] regulations are being implemented, an intelligent
[00:16:55] regulation, and what does this mean? First of all,
[00:16:58] stepped, that is, at what point
[00:17:01] are we going to introduce technologies, that is the question we need
[00:17:05] to resolve as specialists, experts in
[00:17:08] education and development. The second question is
[00:17:11] at what point, when and for what purpose is
[00:17:14] technology used, that is, we also need to have intelligent exceptions,
[00:17:20] technology as support for a disability, as support
[00:17:24] for a health issue, and there are some communities in the country
[00:17:27] where the mobile is the only technological infrastructure
[00:17:31] device that exists to be able to work digital
[00:17:34] skills. Technology is not going anywhere. In
[00:17:37] that I totally agree, on the contrary, we are going to live in increasingly
[00:17:41] technologized worlds and therefore we cannot
[00:17:44] ignore learning to use
[00:17:48] these devices, so we need to introduce as part of this
[00:17:51] intelligent strategic regulation
[00:17:54] a program of integral digital literacy. The
[00:17:57] main danger, what we have to avoid, it seems to me, as part of a
[00:18:01] literacy program is displacement, that
[00:18:05] is, technology should not displace other
[00:18:08] activities, for example, free play, in the case of the youngest, substitution,
[00:18:12] technology should not substitute
[00:18:15] human interrelationships, for example, to talk about issues like
[00:18:19] those we mentioned a moment ago about emotional
[00:18:22] personal life, problems of sexual life, etc.
[00:18:26] We should also, sorry, avoid
[00:18:29] dependence, that is, when a technology becomes
[00:18:33] an object on which we are now dependent
[00:18:36] for asking, dependent for
[00:18:39] executing, dependent even as company, today we know
[00:18:43] that there are people who already need their
[00:18:46] phone, nomophobia exists, it's there,
[00:18:50] right, as a factor that we need to take care of, and here I
[00:18:53] want to tell you that
[00:18:57] is known as the ABC of emotions, which,
[00:19:00] starting from the National Commission for Mental Health and Addictions, what is intended
[00:19:04] is precisely to teach young people. To the kids, because
[00:19:08] how many of you, I want you to raise your hand, know how to recognize your
[00:19:13] recognize your emotions, either at home or in
[00:19:17] schools, please raise your hands. It is
[00:19:20] currently a bit more constant, but we have to make
[00:19:24] it much more intelligent, why? Because
[00:19:28] if not, what will happen is that when I don't have a place
[00:19:31] of trust, I will go to artificial intelligence,
[00:19:35] why? Because I'm afraid to talk to my
[00:19:38] the teacher, I'm afraid, it gives me stress that my friends will
[00:19:42] judge me, because that happens, we can all have prejudices
[00:19:46] and we have to know at what moment to recognize that type of
[00:19:49] prejudices so that our friend or so that our person next to
[00:19:53] us feels confident, doesn't feel confident
[00:19:57] to talk about it and that's why they resort to these artificial intelligences
[00:20:00] and even become dependent. Just to close this small round, the
[00:20:04] algorithm is not to blame, but rather the one who makes it, my friend. I think we need to
[00:20:08] understand how we arrived at this conversation, I think there are three
[00:20:12] the political, the economic, and the
[00:20:16] psychological effects that are causing our
[00:20:20] children, but in politics and economics we also have
[00:20:23] to start engaging in this conversation, the
[00:20:27] designers or Silicon Valley in general, uh, have
[00:20:30] designed these algorithms, these tools such as social networks, such as artificial
[00:20:34] intelligence as part of this war. They have designed
[00:20:38] them with political biases, with economic biases, with
[00:20:42] cultural and racial biases, there is a very
[00:20:45] important piece of data, a former Google engineer said
[00:20:48] it, uh. In general in Silicon Valley, only
[00:20:52] 10% I think are women working
[00:20:55] on software design, and of that 10%,
[00:20:59] only one, even less, are African American
[00:21:02] women. That means that those who are designing these algorithms and
[00:21:06] these tools are white men who think the world is
[00:21:09] as narrow as they see it. So
[00:21:13] we have to start discussing this part and why social
[00:21:17] media platforms have to be regulated, why the Mexican state must have
[00:21:21] tools to punish these platforms for the design of their
[00:21:24] platforms, for the content, well, not so much the content, but for the design
[00:21:28] of these platforms, the impact they are having on
[00:21:31] elections in the region, we have to look at the Cerimedo
[00:21:34] case of these last weeks reflect that these
[00:21:38] platforms allow intervention in electoral processes
[00:21:41] throughout the region, uh, benefiting
[00:21:44] candidates who benefit Silicon Valley, right? So that's how
[00:21:48] we get to this conversation, it's not a prohibition, it is a regulation and we must
[00:21:51] have tools as a society that allow us to protect ourselves from these
[00:21:55] biased algorithms. I consider that
[00:21:59] the problem with the design of these
[00:22:02] algorithms is not precisely that they were designed to
[00:22:06] fail, but that at the time of being
[00:22:09] designed it was never considered that this would
[00:22:12] end up increasing them,
[00:22:15] empowering them, I don't know what the correct
[00:22:18] term is, that is, it's basically
[00:22:21] like putting an untrained dog
[00:22:24] and just letting it loose in a park,
[00:22:28] you didn't tell it to start biting people, or to bark like
[00:22:31] crazy, no, but since you didn't train it,
[00:22:35] you raised it in a certain way,
[00:22:39] so that unexpected result came out.
[00:22:42] Former Meta employees, uh, Arturo
[00:22:44] Bejar, uh, Frances Haugen, for many years have
[00:22:48] revealed that there are internal studies of Meta, of all these platforms that know
[00:22:52] that their algorithms are generating these negative effects on the
[00:22:56] health of many young people and they have done nothing because there is an economy behind
[00:23:00] it, because there are 200 billion dollars that Facebook earns annually from advertising.
[00:23:03] that they don't want to lose them and because behind it there is a political
[00:23:08] maintain that economic and political elite, so the reality
[00:23:11] is more perverse, just to complement,
[00:23:15] not precisely speaking of this perversity of social
[00:23:18] networks, well, we have to know a little about what
[00:23:22] is immediate gratification that can
[00:23:24] be attended to or that this type of videos, this type
[00:23:28] of consumption through social networks, this type of sensation
[00:23:32] of I like it, not that I am getting likes through
[00:23:36] these networks and that will generate that constant gratification
[00:23:40] that will have small releases of dopamine pulses and well,
[00:23:43] dopamine is what will generate in us this feeling
[00:23:47] of being happy, of constantly wanting to have
[00:23:50] this effect, in the end, what it will generate is an
[00:23:54] addictive behavior, not that fortunately
[00:23:56] it is not as
[00:23:59] much as in substance consumption, it has a much
[00:24:03] better response when an adequate treatment is already
[00:24:06] given to this type of behaviors, although it is also correlated
[00:24:10] with what is known as the reward circuit,
[00:24:13] I don't want to omit another of your comments because
[00:24:16] it is important, that is to say, we know things about the
[00:24:20] algorithm that are important to know, that is to say, some platforms
[00:24:23] are not harmless, this yes they have an intentionality
[00:24:27] in the design, but there is an important factor which
[00:24:31] is the use we make of them as well, and today we
[00:24:35] in addition to everything my colleagues have already said, profile the
[00:24:39] user, that is to say, this machine learning
[00:24:43] or artificial intelligence that is behind these algorithms
[00:24:47] to profile who the user is and give you specifically
[00:24:51] content that is to your liking, is also
[00:24:54] used for other types of situations, for other types
[00:24:58] of illicit matters, even, that jeopardize
[00:25:01] the safety of people, physical integrity, emotional
[00:25:05] integrity, viral challenges,
[00:25:08] phenomena such as grooming,
[00:25:12] phenomena such as the need for validation of the
[00:25:15] self-image through these profiles that you keep consuming
[00:25:18] because the algorithm already knows you and now it will show
[00:25:21] them to you, a series of behaviors of people
[00:25:24] who make available to
[00:25:28] you content that takes advantage of the architecture of
[00:25:31] an algorithm to put at risk the physical and
[00:25:34] emotional integrity of people. Let's see, we will continue talking
[00:25:38] here, I already saw a question, but we had stayed with you
[00:25:42] that you wanted to give us a comment, I was
[00:25:45] in the state of Guanajuato, I went to a high
[00:25:48] school in the state in León where there
[00:25:52] is a case of a girl who has an addiction
[00:25:56] to chat GPT, how did they realize it? Well,
[00:25:59] the girl does not develop critical thinking, that is
[00:26:02] to say, she is one of the best at delivering
[00:26:05] assignments, purely
[00:26:08] summative assessment,
[00:26:12] she submits assignments, and if she submits 10
[00:26:15] pages, she gets a 10, if she submits less,
[00:26:19] they give her a lower grade, what I'm getting
[00:26:22] at is how did they realize her addiction
[00:26:25] because if she is not with her cell phone, if
[00:26:29] she doesn't have this part of technology,
[00:26:32] she isolates herself, she used to isolate herself,
[00:26:35] the question here is how as teachers
[00:26:39] in front of a group we also have that
[00:26:42] capacity for the regulation that the government is imposing
[00:26:46] on us, the technologies, the tools are there,
[00:26:49] but as teachers, how are we using them,
[00:26:52] because really, as teachers ourselves, we also have
[00:26:56] gaps, in some cases we have access gaps,
[00:26:59] some are cognitive gaps for implementation,
[00:27:03] if we contextualize it, it's not the same for
[00:27:06] a teacher from the mountains of Oaxaca or the
[00:27:08] coast of Guerrero,
[00:27:12] than for teachers like us from Mexico City
[00:27:16] who have a different context, each one of
[00:27:19] us who are in front of a group or
[00:27:23] who end up being in front of a
[00:27:26] group realizes that the child or the student
[00:27:29] no longer pays attention if they don't have a
[00:27:33] cell phone or if your class doesn't use
[00:27:36] technology, doesn't project, doesn't generate activities that
[00:27:39] have to introduce technology, a child gets bored
[00:27:41] and obviously doesn't learn, that's very interesting
[00:27:45] because I think that the arrival of digital
[00:27:49] technologies, in general, today artificial intelligence
[00:27:52] and others have to make us who teach, who
[00:27:56] are educators, question the way we have been
[00:27:59] working the teaching-learning processes in school.
[00:28:03] I believe that we need to go beyond the transmissive
[00:28:08] knowledge or information, because otherwise students
[00:28:11] will indeed not find meaning in what they
[00:28:15] do, to go and repeat a paragraph,
[00:28:18] a piece of data, for that they use technology,
[00:28:22] I believe that we need to open school spaces
[00:28:26] as spaces and above all for co-generation of
[00:28:29] joint meaning of knowledge, spaces that serve
[00:28:33] us for creation. For creation, even in
[00:28:36] a dialogical relationship with the teachers, that is
[00:28:40] to say, that vindication of the role of the
[00:28:43] teacher has to go beyond being an authority
[00:28:47] that knows certain data, chat GPT also knows
[00:28:51] it, so I think that we who teach need
[00:28:55] to be more strategic than that, we need
[00:28:58] to start thinking about the learning space and
[00:29:02] the evaluation, above all, because that is where
[00:29:05] technology is winning us over from another perspective,
[00:29:09] we need to invite students to be critical and
[00:29:12] creative when building knowledge, communicating it and finally
[00:29:29] transferring it to various scenarios, and I'm sure
[00:29:33] Ana Laura. Wait, I noticed two details instantly: a tattoo
[00:29:37] and red sneakers, the same things I saw on
[00:29:41] the kidnapper. The injured years.
[00:29:44] Sunday, 4:45
[00:29:46] p.m.
[00:29:51] What do we talk about when we talk about a
[00:29:54] cognitive war? It is a type of
[00:29:58] conflict that does not seek a material war,
[00:30:01] but a war in the minds and in
[00:30:04] the perceptions of citizens, the first thing we have
[00:30:07] to review is that if we are at
[00:30:11] war, yes, we are at war and it
[00:30:14] is also a very curious war because the territory of war,
[00:30:18] the field of operations of that war is
[00:30:23] what we are seeing is that they are
[00:30:26] being used for purposes of political control and
[00:30:30] citizen control.
[00:30:41] We are doing well and we are going for this
[00:30:44] second part of what we do from now
[00:30:48] on, we have already presented some of the
[00:30:51] problems, but what tools do we have, what
[00:30:55] do we count on and what are our
[00:30:58] pending tasks, Ximena,