GLOBOVISION — La hora clave
20260920 213000 UTC
408 transcript segments
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[00:00:27] have in principle.
[00:00:31] the achievement of benefits for humanity, we are facing
[00:00:33] the presence of the medicine or
[00:00:36] let's call it the most
[00:00:39] generous serum that has existed in the history of medicine, and it is not for Venezuela, it is
[00:00:43] for the planet, and it is not only for the old, but for the young
[00:00:47] and those of today and for the future, because we are going towards
[00:00:50] a prolongation of health, of
[00:00:53] life expectancy and life project of each
[00:00:56] person in health, without heart attacks, without doing...
[00:01:01] there is everything, with better oxygenation, with better hydration, with better nutrition of all the cells of all
[00:01:05] the organs, and old age will
[00:01:07] start after
[00:01:09] member of 120 years, but 120 years that one will be
[00:01:12] active, just like I am now,
[00:01:15] this, how they are preparing for that return to active,
[00:01:17] today Sunday, at 8 thinking and thinking.
[00:01:18] cultural
[00:01:26] right? That is, in all
[00:02:24] circumstances is so-called distance
[00:02:33] Good evening, welcome to that, right? So the "Hora Clave". Good evening,
[00:02:37] good evening Manuel. Well, the situation of schools in Venezuela
[00:02:40] after what happened on June
[00:02:44] 24 with that seismic movement, right? This is a fact
[00:02:48] that is very relevant because precisely these days
[00:02:52] the school year should begin. And many
[00:02:55] families and students wonder
[00:02:58] what the situation is that
[00:03:02] can be offered regarding the situation of schools, not educational institutions, and
[00:03:05] we have a very important opinion
[00:03:09] that representatives of the
[00:03:10] the clouds moving, what Association for the Promotion of Popular Education
[00:03:14] (APEP) will talk to us about, and in a report
[00:03:17] they recently released,
[00:03:20] they indicated that there are
[00:03:24] 4,214 students who cannot
[00:03:26] reinforce all access their educational centers due to damage to
[00:03:29] the structures. 1,257 students whose
[00:03:33] schools suffered minor damage, but
[00:03:35] 3,842 who receive classes in institutions that did not suffer
[00:03:39] damage, right? The physical problems to guarantee
[00:03:43] their physical problems and their safe return, this
[00:03:46] organization initiated a strategic alliance with engineers
[00:03:49] from the Central University and well, various
[00:03:53] institutions that have carried out meticulous inspections
[00:03:56] in the states of Miranda, La Guaira, and the
[00:03:59] capital district, of course, because
[00:04:02] a motto for returning to returning to class has many aspects because it's not just the state of the
[00:04:06] educational infrastructure, which is already a big
[00:04:10] problem because it seems that quite a few have
[00:04:13] suffered and that
[00:04:16] implies, well, inspections, inspections
[00:04:18] imply making a schedule
[00:04:21] for the restoration
[00:04:25] use the tool, and right now what situation, it wasn't going to of all those spaces so that they are safe for the return of the children, but at the same
[00:04:29] time there is also the psychological aspect of the
[00:04:33] children, because the children suffered trauma and
[00:04:36] that is still causing them problems, so that
[00:04:39] is another issue that needs to be addressed, right? The part,
[00:04:42] let's say, of all of this, there is an
[00:04:45] infrastructure part, also the psychological
[00:04:50] and also of the school staff, with structure of mental health for the children, and there is also the issue of teachers, who, despite the fact that quite a few
[00:04:53] teachers have been lost, there are others
[00:04:57] who, well, have also suffered, as in, students have died, they have
[00:05:01] had, apart from what a teacher suffers in this country anyway, right?
[00:05:04] Due to low salaries, due to all those things, so
[00:05:08] it's a whole issue, precisely about that we wanted to talk
[00:05:12] There are affectations, for example, in with our guest after the break.
[00:05:44] Oh, my Venezuela is
[00:05:47] a land of sun and beautiful
[00:05:50] people where life is
[00:05:53] sung and enjoyed, with more than friends, life is
[00:05:57] better,
[00:09:17] We return with "La Hora Clave", we remind you that you can
[00:09:20] interact with us through the hashtag #HoraClave
[00:09:24] and we welcome our guest José Luis Andrade. José
[00:09:28] Luis is the director of the Association for the Promotion of
[00:09:31] Popular Education (AVEC),
[00:09:34] APEP, yes, APEP. Look,
[00:09:37] José Luis, how, what are the definitive figures
[00:09:41] you have? I'm going to start here, because I think that
[00:09:45] the dynamics of the start of classes, right? Really,
[00:09:49] what is your count regarding human losses,
[00:09:52] then we'll go with material losses in the
[00:09:56] earthquakes, human losses in our schools or
[00:09:59] linked to our schools or linked to schools,
[00:10:02] educational community, educational community? Well, if we talk about the
[00:10:05] Catholic schools, we are talking
[00:10:08] about there being about 235
[00:10:12] teachers and students. In our
[00:10:15] report, in the report that was made, there is a publication on the
[00:10:19] website where it says that.
[00:10:24] the Catholic school, there are about,
[00:10:28] for example, in Vargas, where there are 22 Catholic schools, there are about
[00:10:31] seven schools affected at various
[00:10:34] levels, some completely
[00:10:37] how do you call it, the one that is in the
[00:10:41] mountain, well, there is one that is completely
[00:10:44] collapsed and there are others that have severe affectations. The
[00:10:48] ministry admits as a
[00:10:50] positive data,
[00:10:54] that is real, that there are
[00:10:57] 900 educational centers affected in the entire area
[00:11:00] where the earthquakes were strongest, not in Caracas,
[00:11:04] Miranda, Vargas,
[00:11:06] Carabobo, and Yaracuy, that is, in all
[00:11:10] those sectors there are 900 centers that are
[00:11:13] affected for the start of classes, right? Some of
[00:11:17] which will not be ready for this week in which we are
[00:11:21] talking and in which we are beginning to receive them, how does the volume of
[00:11:24] children affect them? and they are going there, of
[00:11:27] how many children are we talking about who cannot
[00:11:30] restart? Of course, we could be talking about
[00:11:34] about 30,000, 40,000 children, which is a
[00:11:37] considerable group, a considerable number, some of
[00:11:41] these affectations
[00:11:43] must be said that in the case of
[00:11:47] our school, they have been repaired
[00:11:50] during the month of August and part of September. The ministry has also
[00:11:54] made some efforts to clear out the
[00:11:57] places and to repair and at the same time to
[00:12:00] clear out schools that were being
[00:12:03] used. So there are some that have total affectation, if a
[00:12:07] school collapsed completely you can't do anything, and there are different levels
[00:12:11] of affectation. So for those that have levels of
[00:12:14] affectation,
[00:12:16] the idea of re-zoning within
[00:12:20] the same schools in the sector
[00:12:24] or even the
[00:12:27] preparation of educational tents where education
[00:12:31] can be provided in the times and
[00:12:35] climates that allow it, right? Just as you created a field hospital at
[00:12:39] a given time, you can create some
[00:12:42] tents where classes can be held. What we do
[00:12:46] not find convenient under any
[00:12:49] learning or even online learning because
[00:12:53] where are they going to go online? They don't even have the possibility of connecting with
[00:12:57] a phone or anything, of course, that is unfeasible, that is absolutely unfeasible. The return
[00:13:01] must also be progressive, it is progressive
[00:13:04] in stages, not in stages, but also taking into
[00:13:07] account the emotional impact on children. We have been
[00:13:11] working non-stop during August and
[00:13:14] September, and despite the holidays,
[00:13:17] there are still quite a few after-effects in that
[00:13:21] sense, of course, for example, we were in
[00:13:25] a shelter and suddenly we are attending to the
[00:13:28] children, right? Then there is a little girl who stares at the sky and you
[00:13:32] know that when one looks at the sky and sees
[00:13:35] happens, she starts screaming,
[00:13:39] screaming, she moves, she falls, she falls, no,
[00:13:43] and well, she had to be
[00:13:46] taken out of the place, all the first psychological and emotional
[00:13:49] aid had to be applied, to help her to
[00:13:52] see if they are deeply affected, there is fear in the
[00:13:56] children. They ask if there will be another
[00:14:00] earthquake very frequently, what they can do, especially if
[00:14:03] they go back to class in schools that still have some cracks, some
[00:14:07] things, of course. So, all school psychologists,
[00:14:11] teachers are developing a set of tools for emotional
[00:14:15] containment. You have to try to first
[00:14:18] validate the child's feeling, "Look, it's normal to feel
[00:14:22] scared because you experienced this", so that they don't feel like
[00:14:25] an oddity or that it won't
[00:14:28] go away, you know, exactly. So tell them, "It's normal for you to
[00:14:32] feel it." Well, let's try to manage this
[00:14:35] feeling, because after all, it's a very strong emotion, and let's
[00:14:39] give them those tools for breathing, for concentration,
[00:14:43] for manual work, for reading, that can
[00:14:46] effectively, if it is for one, imagine for children, for
[00:14:49] children that one thinks that they overcome faster and forget faster, they have
[00:14:53] more permeability, right? But the trauma is
[00:14:57] traumatic, but the trauma, when a trauma is
[00:15:00] created for you, when there is a family issue for them
[00:15:03] too, how many of them have not been affected by death,
[00:15:06] by, apart from the school, many have also had to
[00:15:10] abandon their homes. I had teachers who told
[00:15:13] me, "I now have four of my 25 students who died," a
[00:15:17] teacher from La Guaira, how hard, so to face
[00:15:21] that is very hard, it's very hard because, of course, the people you are with
[00:15:25] every day and whom you saw and knew were fine, etc., no, the
[00:15:29] human tragedy is complex and I think it is the first
[00:15:32] challenge we have along with the challenge of security,
[00:15:36] because also those of us who have schools, we have
[00:15:39] educational works, we have to guarantee that security as well, because the
[00:15:43] aftershocks also scare people. We were there in our
[00:15:47] office in Caricuao there at the beginning of
[00:15:49] August and at one point an aftershock and people, that
[00:15:53] is, they really get nervous, right? Because they say,
[00:15:57] "Well, what's going to happen?" Right? So the first
[00:15:59] element is anyway, we have to
[00:16:03] go back, because we have to try to have some
[00:16:06] normalcy. But with emotional containment,
[00:16:10] with providing tools,
[00:16:13] with security and the specific logistical issues, which are very
[00:16:17] complex because building a school
[00:16:21] is not done in two days. Of course, there are now technologies that
[00:16:24] build quickly, right? Hopefully they can be applied here, by artificial intelligence,
[00:16:28] by artificial intelligence, yes. Well, let's go deeper, José
[00:16:32] Luis, the evaluation you have made of the
[00:16:35] state of the infrastructure.
[00:16:38] Because that is very important when deciding
[00:16:41] in which schools we resume and in which ones we don't, and besides,
[00:16:45] come what may, they are
[00:16:47] damages that will
[00:16:51] cost a lot of money, yes, because some are even heritage,
[00:16:56] heritage. Look,
[00:16:58] our associations, led by the
[00:17:02] AVEC, Dr. Ángel, the
[00:17:04] APEP, we have formed
[00:17:08] teams to review our
[00:17:10] centers with the support, right, of,
[00:17:14] for example, the Faculty of Engineering of the Central University of Venezuela
[00:17:17] and Fumbisis. So,
[00:17:20] teams have been organized that have gone to all
[00:17:23] places carrying out the corresponding reviews.
[00:17:27] As we said, there
[00:17:30] are in Vargas, in
[00:17:33] La Guaira, there are two centers that were, let's say,
[00:17:36] with severe affectation and seven that have considerable
[00:17:40] affectations. The ministry admits that there are
[00:17:43] 900 in total, yes, so
[00:17:46] those, that is, 900 are not
[00:17:50] drastic, that is to say, there are 900, of those there are some
[00:17:53] that are very serious because they collapsed or because they have damage
[00:17:56] that does not allow access at this moment, there are others that
[00:17:59] need urgent repair and there are others where you
[00:18:03] can go quietly, despite having some little thing that is
[00:18:07] mostly masonry and all
[00:18:10] most complicated thing is those
[00:18:14] that collapsed completely, those that have damage where children cannot enter
[00:18:17] at this moment. Is it, sorry, one second, is
[00:18:21] it planned that they will rebuild them in the
[00:18:24] same place? It depends, there
[00:18:27] are places that no, for example, I'm thinking of one, I wouldn't like to talk about
[00:18:30] specific names because it's about institutional prestige, but there is
[00:18:34] one that lost an entire module, because
[00:18:37] it was on a hill, like a
[00:18:41] sinkhole. I suppose that there, I don't have direct information, but I suppose that
[00:18:44] there, at least two buildings were left standing,
[00:18:47] there were three buildings, at least two
[00:18:51] buildings were left standing and have no problem. I suppose that in the one where
[00:18:55] there was the complete collapse, it will not be possible to rebuild there,
[00:18:58] they will have to see how using the patios again or
[00:19:02] something else, the architects will have to see, right? But in any case, that
[00:19:06] will require much more time. The issue is how to attend to the
[00:19:09] children, how to attend to that family. So the
[00:19:13] proposal is that they can be re-zoned
[00:19:17] in the same, in the surroundings where they are,
[00:19:20] right? Perhaps on an alternate schedule, or relocate.
[00:19:24] This, José Luis, it's good to highlight here, we've talked about it with other
[00:19:28] guests, that apart from the logical response of the
[00:19:31] institutions, of the public organizations, right, that have to
[00:19:35] do with this, there's been a very active participation from civil
[00:19:38] society, which is good, from companies, from
[00:19:42] unions, that is, it's a fact, that's
[00:19:46] an impressive fact from day one, that is, from
[00:19:50] the first day of the earthquakes, the response
[00:19:52] of the people is impressive. I think people were
[00:19:56] aware that if they didn't start to solve their
[00:20:01] be solved, exactly. So from the motorcyclist with whom we
[00:20:05] fought the day before because they pass us,
[00:20:08] the streets, etc., but who became a water carrier, like the old
[00:20:12] water carriers, to carry water jugs to places, to
[00:20:16] the big businessman who says: here is my truck with
[00:20:19] so many tons of food, supplies,
[00:20:23] food, etc., right? And the response of the
[00:20:26] people is really impressive, so impressive that there are times, I have been
[00:20:30] very in the shelters there is a problem
[00:20:33] because those who coordinate the shelters say no, don't bring
[00:20:37] any more here because we already have from this company, from that company and from that company,
[00:20:41] no, from that organization, from those people, from that church, because there is no
[00:20:45] distinction between Catholics, Protestants, Buddhists, even the
[00:20:49] Buddhists recently gave Caritas
[00:20:51] important aid so that Caritas has its
[00:20:55] good structure for distribution, it's about
[00:20:57] helping each other, so there has
[00:21:01] society there where one says well, look, in such a tremendous
[00:21:05] catastrophe, but there has been that solidarity, that
[00:21:08] mutual embrace, which is really what also comforts you a
[00:21:12] little and you say: we can, we can move forward, we can move forward,
[00:21:15] yes, of course, now I think
[00:21:18] that here all organizations
[00:21:21] lost someone, yes, I still
[00:21:25] don't know, it may be that there are, but I don't know
[00:21:28] anyone who hasn't lost someone close or an organization that hasn't
[00:21:32] lost someone from their workers,
[00:21:35] etc. Now, how have
[00:21:39] you processed this from the point of view because there is already a deficit
[00:21:43] of teachers, yes, a big
[00:21:46] one, a big, big one, the deficit is enormous, so I think
[00:21:50] that I don't know how many teachers you really
[00:21:53] lost, how many, how many people who belong to the
[00:21:56] staff of, at least to the central staff,
[00:22:00] fortunately we did not suffer losses, but from colleges,
[00:22:04] yes, so there may be around
[00:22:07] 15 to 20 teachers who have
[00:22:11] lost their lives, so that for us is quite a lot,
[00:22:16] institutions, but the
[00:22:20] deficit of teachers is tremendous, because
[00:22:24] less and less there is a will
[00:22:27] to dedicate oneself to this for thousands of
[00:22:30] reasons, no, I think, but I think that it is a moment and I hope that this
[00:22:34] start of the school year can be the position, the occasion
[00:22:38] for the country to regain educational
[00:22:40] illusion, the democratic period was a
[00:22:44] profoundly fruitful period because
[00:22:47] education improving
[00:22:50] permanently was like a dream, like an ideal, it was the
[00:22:54] permanent boom, let's all improve,
[00:22:57] this is currently happening, even families are considering
[00:23:01] it and there is data from Enkóvi that is
[00:23:03] impressive, 78%
[00:23:05] 78%
[00:23:08] of young people between 18 and 24 years old neither
[00:23:11] study nor work, imagine, that is a
[00:23:14] disheartening data, very disheartening,
[00:23:18] exactly, well José. Thank you very much for your
[00:23:21] visit, for your data, for your information,
[00:23:25] let's go to a break and we'll be back, very well.
[00:23:51] My loyal and beloved viewers, this Sunday
[00:23:54] we start with a good party, wait, come
[00:23:58] morena,
[00:24:04] one thing I'm going to tell you, if there's anything
[00:24:07] about the show you didn't like, then
[00:24:10] blame me, blame
[00:24:13] me, I ask God to give me good
[00:24:17] health so I can be with
[00:24:21] you all the time in the world, today I have time, I have all the
[00:24:25] time in the world, again we will meet this Sunday
[00:24:29] at 7 pm, as a family, with the
[00:24:32] golden years and with whom else, with
[00:24:36] daddy, the golden years with
[00:24:40] Álvaro Cuchillo Durán, Sunday
[00:24:42] 7 pm on
[00:24:44] Globovisión.
[00:24:53] This Sunday we will be talking with Gabriel
[00:24:56] Montiel, an expert in artificial intelligence, whom we asked,
[00:24:59] in a few years will artificial intelligence replace humans
[00:25:03] in their professions? Yes, without
[00:25:05] a doubt it will replace them, but not necessarily because a robot will
[00:25:09] come and take your job and do everything for you, but because another human will
[00:27:06] Well, what we are going to hear now are the words of another
[00:27:12] APEP who will tell us a little about all
[00:27:17] classes.
[00:27:20] From the Venezuelan Association of Catholic Education, we want
[00:27:24] to invite you to make this return to classes
[00:27:27] as friendly, peaceful, and calm as
[00:27:31] possible for our children, boys and girls, and teenagers,
[00:27:34] as well as for the entire educational community. From AVEC
[00:27:37] we are proposing that the first thing we must do
[00:27:41] is to take care of the caregiver, that is, to take care of everything.
[00:27:45] our teaching staff, when we say teaching staff,
[00:27:48] we include support staff, secretarial, the entire educational
[00:27:51] community, we must be prepared, we as
[00:27:55] teachers, must know what to do, be able
[00:27:58] to converse, talk, share our
[00:28:01] experience. and be able to bring out all the strength and
[00:28:05] calm necessary to attend to our children and
[00:28:08] adolescents. In the second step, we must meet
[00:28:12] with our educational community of representatives,
[00:28:15] parents, for what? So that we not only
[00:28:19] talk about the administrative part of our educational
[00:28:22] center, at this moment we must listen to our
[00:28:26] representatives and give our representatives the
[00:28:30] reassurance that their children... will be well
[00:28:33] cared for and well protected in our educational
[00:28:36] center, we have to talk to them about the
[00:28:39] education we should give our children at this moment, it is
[00:28:43] very important that they work hand in hand with
[00:28:46] our teachers and thirdly, each teacher in
[00:28:50] these first days of class must
[00:28:53] be with their students, of
[00:28:56] course, talking about listening to them,
[00:28:59] regaining calm, reinforcing... all our
[00:29:03] resilience and our strengths,
[00:29:06] knowing how to rebuild without bricks, that's what we have
[00:29:10] to do with our students, start by
[00:29:13] talking about how to maintain calm, then how to gain
[00:29:17] strength, talk about all our
[00:29:20] qualities within the
[00:29:22] classroom and the entire educational center and of
[00:29:26] course we must
[00:29:29] the safety measures and...
[00:29:33] and everything that being a safe school
[00:29:35] implies, we are sure that at this start of classes, if
[00:29:39] we work, if we all work together, the educational
[00:29:43] community of parents and representatives, the community of
[00:29:46] teachers and all our students, we will make our
[00:29:50] school a safe, friendly
[00:29:52] school and, of course, where children and
[00:29:56] adolescents feel happy to go to class every day,
[00:29:59] thank you, well, Manuel. They practically have
[00:30:05] class and based on all that, they have
[00:30:08] built and designed well, all this
[00:30:11] all this whole dynamic of returning to classes for the
[00:30:15] kids is prudence and maximum
[00:30:18] responsibility because that's what is appropriate, well, you know that it
[00:30:21] is established because it will be progressive, right? The
[00:30:24] reincorporation into the classrooms will also be carried out gradually
[00:30:29] in those states where the infrastructure conditions
[00:30:32] allow it, since we talked before about the damages caused in
[00:30:36] many institutions in the country. However,
[00:30:39] it is maintained that the central pillar of the encounter or reunion, better
[00:30:42] said, this academic reunion will be
[00:30:45] attention to the mental and emotional health of the
[00:30:49] students
[00:30:52] the purpose of processing, in necessary cases, grief
[00:30:55] and healing together, and that is the key, that is the key.