Google Cloud Speech-to-Text API (Chirp) + Gemini 2.5 Flash Non-Thinking. Treat it as a searchable index of what was broadcast, not a quotation record.
00:00:02a face, of course he is, Guillermo, how do we add to this part,
00:00:05because I see that precisely this is also a topic that has been centered, added precisely
00:00:09with this part of emotional education, the pair of
00:00:12learnings that have to be,
00:00:15personal. What some guided by human hands, yes, no, totally agree with teacher
00:00:19Simena, it's something fantastic what
00:00:22will live, what do we as she's mentioning, uh, the fact that yes, technology is going to be part of humanity, right, at
00:00:26some point, well, it was even said that one cannot go from the
00:00:30spoken word to the written word, how is it possible that
00:00:33we are going to transmit that knowledge in
00:00:36that way, even at one point women were burned
00:00:40because they were reading books and were accused of being witches,
00:00:44right, and that is precisely something technophobic, something that
00:00:47we cannot do as uh in this current society,
00:00:51however, we also cannot relegate everything to
00:00:54technology because, well, currently what we are observing
00:00:58and especially with the extreme use of artificial intelligences
00:01:01is that they rely on everything they say and I don't know if you have
00:01:05heard that even artificial intelligences can hallucinate, uh, if you
00:01:09ask them something, they invent a source and in reality they are not giving you
00:01:13real knowledge, they are giving you completely invented
00:01:16knowledge and that is quite dangerous because then if you just
00:01:20trust what artificial intelligence says, then there will be no
00:01:23learning and you will not understand things, but besides this,
00:01:26when you are using this
00:01:30situation, you are not developing an
00:01:33adequate working memory and in the end there is no good
00:01:37integration of memory and learning per se and
00:01:40that will have long-term
00:01:43there are many students who depend on consequences as has already been seen in several tests not only of PISA
00:01:46but also in an ABC of cognitive
00:01:50issues of children, for example, regarding this excessive use of
00:01:54technologies, but besides this, if we
00:01:57are constantly using devices, our attention
00:02:01will be completely fragmented and how long
00:02:05and reproductive processes of does our attention last now, less than a minute,
00:02:0836 seconds, 10 seconds, 30 seconds at most, and
00:02:11why? Because precisely, I think I'm not going to delve too much, but in the design of
00:02:15platforms
00:02:18agreement to would propose is there is this very malignant issue that says, well, in
00:02:2015 seconds I'm going to give you all the information and you keep scrolling, scrolling, scrolling,
00:02:24and your attention is so fragmented that afterwards you say, I have
00:02:27ADHD, and the truth is that you don't have ADHD, you have an excessive use of
00:02:30devices. Well, ADHD is the attention deficit
00:02:34hyperactivity disorder. So there is also an
00:02:36overdiagnosis, and not only that, it will generate a
00:02:40feeling of anxiety, and guess
00:02:44prevented me from continuing in what, anxiety also fragments attention, and if attention is
00:02:47fragmented, our memory will be altered, that is, if you
00:02:51realize, it is a series of consequences of everything
00:02:54we are doing day by day with devices.
00:02:58Precisely on this that you are telling Guillermo, Gustavo also had this note about what
00:03:02happens when you have to be the teacher and you have to combat that, what do we
00:03:06call it, economy of attention, how to face that moment when
00:03:10we also have these technologies completely integrated into our lives
00:03:14as teachers, as students, as beings of this
00:03:17planet. I would like to bring back what
00:03:19we are planning what Simena said, the figure of the teacher as a means
00:03:22of intervention between technology and the student, and I believe that to fight this
00:03:26battle, before this battle against the algorithm,
00:03:30before or in parallel, we have to fight another cultural battle, which is to recover the
00:03:33authority of the
00:03:36emotions or were taught as children to teacher, not only in the classroom, not only within
00:03:38the school, but in society. I believe that one of the most perverse
00:03:42effects of neoliberalism is that it
00:03:45know that these platforms, which took away that authority from the teacher, it positioned him as an obstacle to development, and there are
00:03:49uh investigations by researchers who have studied the effect of
00:03:53technology on education have shown that there was an effort to discredit the
00:03:57teacher's work to replace it with
00:04:01parents. I'm afraid to talk to technology, with software that was cheaper, so we have to fight that battle as a society, as
00:04:05fathers, as mothers, grandparents,
00:04:08companions of the young people to recover that
00:04:11moral authority of the teacher. Also,
00:04:15you as future teachers must assume that responsibility with
00:04:18congruence to
00:04:21precisely our little head, avoid that deterioration inside the classroom.
00:04:24Now technology is already integrated in classrooms, there are many
00:04:27experiences worldwide. The one that I would like or the one
00:04:31that caught my attention the most is Norway and Sweden, which 20
00:04:35years ago made an effort for one child,
00:04:38one screen. Recently they have been reversing that
00:04:42technology, they have even
00:04:45invested a large part of the education budget in bringing back books, in bringing
00:04:49back notebooks because they realized from 2016
00:04:53to date the deterioration that Guillermo
00:04:56plane, to the plane of mentions in the attention of young people, there were more medical appointments for
00:05:00anxiety, for depression, uh,
00:05:03so from that experience they began to reverse the
00:05:06prolonged use of screens
00:05:10even in education. So. The first point would be that,
00:05:13to recover the role of the teacher as a mediator.
00:05:17We also have to combat this idea that technology or the effect of technology
00:05:20is individual because my phone is personal, so the
00:05:24negative effect is
00:05:27PISA studies with UNESCO have shown
00:05:31is that one third of students are distracted by their
00:05:34phone, but there is an effect like cigarette smoke, that another
00:05:37third of students are distracted by notifications, by
00:05:41the sound, they are distracted by the screen of their
00:05:43classmate's phone, so we have to
00:05:47combat that idea that the negative effect
00:05:51of a screen in the classroom, of a personal screen in the classroom,
00:05:55is an individual effect. It is having
00:05:58a correlation with the rest of the classroom. We must understand that
00:06:02conversations, anxiety,
00:06:04depression, negative comments that young people read on social
00:06:08media are impacting the classroom.
00:06:16Maria, a determined young woman to fulfill her dreams, has by her
00:06:20side a man who hides a great secret, an unexpected
00:06:24business has prevented me from making this trip, it will take a long time to
00:06:27see her, why? I thought you would send it to me without
00:06:30me asking,
00:06:33but it's not because of that, maybe I always got everything
00:06:35wrong.
00:06:38Cinema 14 presents: Life has three days,
00:06:42Monday 10:30 PM
00:06:44and
00:06:47we just came to Tabasco to find this, I mean
00:06:51cocoa, who among you doesn't like
00:06:54chocolate? Legend says that it was Quetzalcoatl, the
00:06:57god who gave the cacao tree to humans, yes you like chocolate, right, oh
00:07:00sure, I love it, also here in this community a
00:07:04cream with mezcal is made, oh
00:07:07delicious, the conquest of flavor,
00:07:1013:45 hours,
00:07:14Everything starts with a dream, but
00:07:16it's built with effort, because from a small
00:07:19idea great projects are born. Your inspiration
00:07:23comes from what surrounds you. At IPT,
00:07:26we believe in a country where all of us have the
00:07:30same opportunities, that's why our priority is early
00:07:34childhood education, access to a decent and well-paid
00:07:38job, for a Mexico with true equality. The PT is
00:07:41the 4T and the new hope of the people. Advertisement
00:07:44made by artificial intelligence. A woman from high
00:07:47society will see her world of appearances crumble
00:07:51before the revelation of a terrible truth. We all
00:07:54carry within us a divine spark of service. I bring you your
00:07:58grandson, Ernesto's son. How
00:08:01awful, ma'am, I came this morning to thank you, let's go,
00:08:05Dad, how much did they pay you? Cinema
00:08:0814 presents, The Cultured Lady,
00:08:11Sunday, 12:10
00:08:13AM.
00:08:21What do you think, what experiences do you have, especially
00:08:25studying this, this that you are so passionate about and preparing to
00:08:28share, how has your relationship been with social networks, with digital
00:08:31platforms, in terms not only of how we teach,
00:08:35but also how we feel as users of them, does anyone want to jump in
00:08:38here, a question, comment, experience, come on, well, indeed.
00:08:42It's not that technology is bad as such, what is bad is not having a
00:08:45guide. I saw in
00:08:48an Instagram reel a
00:08:51mother who implemented a strategy to detox her
00:08:55son from so much digital dopamine, in which she would give him half an hour of
00:08:58absolutely doing nothing, just lying on his bed without making any
00:09:02movement, any thought, and the child
00:09:05began to improve his attention, his grades, even his own mood
00:09:09was less grumpy, less bipolar. He was a
00:09:12happier child when they stopped this hour, half an hour daily of doing
00:09:16nothing, no social networks, no playing, just lying down
00:09:20with his own thoughts. I hear you and I return precisely to
00:09:23this need that we have to start
00:09:27introducing an integral digital literacy,
00:09:31and an integral literacy not only evokes
00:09:34functional or technical issues, that is, today we know that knowing
00:09:38about the algorithm or technology does not protect us
00:09:42from the... all of the algorithm or technology, from
00:09:45misuse or excessive consumption.
00:09:48These platforms, particularly social networks and
00:09:51some other platforms like generative artificial
00:09:54intelligence, not only appeal to the declarative,
00:09:58cognitive, technical plane,
00:10:01they are designed to also appeal to something
00:10:05much more subtle, to the emotional
00:10:08the sensations it generates, for example, uh, spending
00:10:12an afternoon chatting with Chat GPT telling
00:10:16it all my anxieties, doubts,
00:10:19uh, questions, etc. Uh, we have
00:10:22evidence even in some investigations that we have conducted at the
00:10:25Iberoamerican University here in Mexico that young people today
00:10:29prefer these devices to ask questions that
00:10:33have to do and especially with very intimate
00:10:36personal matters, their sexual life, their love life, their relationship
00:10:39conflicts, rather than seeking another person, and it
00:10:43seems to me that there, precisely, is where these
00:10:47kinds of hooks begin to happen, because
00:10:49technology itself has that possibility
00:10:53of being programmed based on algorithms that
00:10:56appeal to your emotional attachment, right, so that
00:11:00they capture your attention, so literacy should not only be
00:11:04technical, how do I use it, what is this algorithm about, there has
00:11:07to be other ingredients and that is a good question for us to answer,
00:11:11what ingredients need to be there? My question is about social
00:11:15networks that this year the government of the United Kingdom
00:11:19uh prohibited, is enacting a law in which minors are prohibited from
00:11:22using social networks. Also this
00:11:25year the Spanish prime minister has affirmed
00:11:29that they are also working on a law for
00:11:32uh minors not to have social networks,
00:11:36also here the Mexican government, my question is
00:11:39if you are in favor or against minors
00:11:43not being able to have social networks. My position is
00:11:46spaces free of personal screens, for example in school, I think
00:11:50we do have to push for there to be
00:11:54an interaction. Uh, in school, the case of the United
00:11:57Kingdom and in other countries has started to push precisely due to effects like the one they
00:12:01mentioned, uh, an increase in psychological
00:12:05appointments for minors, due to depression, due to anxiety. Perhaps the
00:12:08word is not prohibition, it's not prohibiting them from having social
00:12:12networks, but rather ensuring spaces where they are not in
00:12:15contact with social networks, like school. It has also been proven, for example, in this
00:12:19case of Sweden and Norway, that when combined with the
00:12:23teacher's guidance, when combined with cultural activities,
00:12:27combined with sports activities, with one-on-one
00:12:31conversation, the student's ability, the student's learning, and the student's performance
00:12:34in some tests improve a lot. So my
00:12:38idea or the struggle or what I
00:12:42spaces free of personal screens. How many of you
00:12:46here, raise your hand, agree that schools should not have
00:12:50personal screens?
00:12:53personales?
00:12:58Well, we'll set that up in the second round, we'll debate that, but on this side I saw you had
00:13:02a question here, yes, well,
00:13:04when I was in high school I had a health problem that
00:13:09high school, so I was at home resting and so as
00:13:13not to miss school I had to take a
00:13:17Ceneval exam, but when I took the Ceneval exam I didn't have teachers and
00:13:20there were many topics I didn't know at that time, so what
00:13:24I did was adapt to a
00:13:27hybrid study plan, so to speak, where I started reading
00:13:31in a traditional way, highlighting, taking notes,
00:13:34annotations, but I also combined it with artificial intelligence, that is,
00:13:38I would tell the artificial intelligence to be my demanding teacher and
00:13:42fail me, that is, give me a difficult exam, and it would do it, it would
00:13:46do it and correct me, I would see if what it told me was true or
00:13:50false and little by little I did that for about two months,
00:13:53I took my exam and I passed it, so
00:13:56I consider that the use of artificial intelligence is
00:14:00good as long as you know how to use it,
00:14:03all this has a very important impact, it talks about digital
00:14:07literacy, you gave it certain instructions to
00:14:10artificial intelligence, but you were only
00:14:14a year old and you already have a certain education, at what
00:14:17age did you start using this artificial
00:14:21intelligence? Well, it's only been a few months since
00:14:25I knew about it, exactly, no, that is, your education,
00:14:29your neurodevelopment is already much more advanced and allows
00:14:32you to have something fundamental which is critical
00:14:35thinking and which is formed throughout life, which if
00:14:39you leave it to a four-year-old, a child will not have critical
00:14:43thinking, and that can be formed quite badly
00:14:46through the use of artificial intelligence, because they are also
00:14:49designed to please, they are designed to...
00:14:53tell you, of course, you can do this and I tell you and
00:14:56go back with your boyfriend, for example, it can tell you, oh why not, why
00:15:00not talk about it from that point of view, so it is
00:15:04important to say that of course it is
00:15:08part of our growth, it is part of our human
00:15:11development, but at what ages, with what
00:15:14criteria and within what limits can I
00:15:17use them? The president said, we are going to prohibit
00:15:21devices in schools, okay, you prohibit them in schools, but guess
00:15:25what, when they leave
00:15:27there with their parents, many parents give the child the device
00:15:31and they have access, now prohibiting it.
00:15:35ahora prohibirlo.
00:15:38it's like the opposite effect happens, children will have more temptation to want to
00:15:41interact.
00:15:45Now, for me the solution because I remember a phrase
00:15:49that I read in ICT classes is that we as teachers have
00:15:52to prepare children for the world they are living
00:15:56in and for the future they
00:16:00educators and also parents have to contribute, because to say that
00:16:04education depends only on the school or the family, for me
00:16:08that is a mistake, but rather it has to be a joint effort, what do we have to do
00:16:11as teachers, learn to use
00:16:14technologies with values, also include
00:16:18socio-emotional education, because
00:16:20that also helps a lot in children who after
00:16:24adolescence will face social networks, that is already
00:16:28fostering critical thinking in them
00:16:31so that for the future they are no longer
00:16:35lulled to sleep with the... Look, I think that's a great comment you
00:16:39make, and I don't think it's being
00:16:41framed from prohibition, I think it's being framed
00:16:45from regulation, there is already evidence in other
00:16:48latitudes, even in some states of the republic where these
00:16:52regulations are being implemented, an intelligent
00:16:55regulation, and what does this mean? First of all,
00:16:58stepped, that is, at what point
00:17:01are we going to introduce technologies, that is the question we need
00:17:05to resolve as specialists, experts in
00:17:08education and development. The second question is
00:17:11at what point, when and for what purpose is
00:17:14technology used, that is, we also need to have intelligent exceptions,
00:17:20technology as support for a disability, as support
00:17:24for a health issue, and there are some communities in the country
00:17:27where the mobile is the only technological infrastructure
00:17:31device that exists to be able to work digital
00:17:34skills. Technology is not going anywhere. In
00:17:37that I totally agree, on the contrary, we are going to live in increasingly
00:17:41technologized worlds and therefore we cannot
00:17:44ignore learning to use
00:17:48these devices, so we need to introduce as part of this
00:17:51intelligent strategic regulation
00:17:54a program of integral digital literacy. The
00:17:57main danger, what we have to avoid, it seems to me, as part of a
00:18:01literacy program is displacement, that
00:18:05is, technology should not displace other
00:18:08activities, for example, free play, in the case of the youngest, substitution,
00:18:12technology should not substitute
00:18:15human interrelationships, for example, to talk about issues like
00:18:19those we mentioned a moment ago about emotional
00:18:22personal life, problems of sexual life, etc.
00:18:26We should also, sorry, avoid
00:18:29dependence, that is, when a technology becomes
00:18:33an object on which we are now dependent
00:18:36for asking, dependent for
00:18:39executing, dependent even as company, today we know
00:18:43that there are people who already need their
00:18:46phone, nomophobia exists, it's there,
00:18:50right, as a factor that we need to take care of, and here I
00:18:53want to tell you that
00:18:57is known as the ABC of emotions, which,
00:19:00starting from the National Commission for Mental Health and Addictions, what is intended
00:19:04is precisely to teach young people. To the kids, because
00:19:08how many of you, I want you to raise your hand, know how to recognize your
00:19:13recognize your emotions, either at home or in
00:19:17schools, please raise your hands. It is
00:19:20currently a bit more constant, but we have to make
00:19:24it much more intelligent, why? Because
00:19:28if not, what will happen is that when I don't have a place
00:19:31of trust, I will go to artificial intelligence,
00:19:35why? Because I'm afraid to talk to my
00:19:38the teacher, I'm afraid, it gives me stress that my friends will
00:19:42judge me, because that happens, we can all have prejudices
00:19:46and we have to know at what moment to recognize that type of
00:19:49prejudices so that our friend or so that our person next to
00:19:53us feels confident, doesn't feel confident
00:19:57to talk about it and that's why they resort to these artificial intelligences
00:20:00and even become dependent. Just to close this small round, the
00:20:04algorithm is not to blame, but rather the one who makes it, my friend. I think we need to
00:20:08understand how we arrived at this conversation, I think there are three
00:20:12the political, the economic, and the
00:20:16psychological effects that are causing our
00:20:20children, but in politics and economics we also have
00:20:23to start engaging in this conversation, the
00:20:27designers or Silicon Valley in general, uh, have
00:20:30designed these algorithms, these tools such as social networks, such as artificial
00:20:34intelligence as part of this war. They have designed
00:20:38them with political biases, with economic biases, with
00:20:42cultural and racial biases, there is a very
00:20:45important piece of data, a former Google engineer said
00:20:48it, uh. In general in Silicon Valley, only
00:20:5210% I think are women working
00:20:55on software design, and of that 10%,
00:20:59only one, even less, are African American
00:21:02women. That means that those who are designing these algorithms and
00:21:06these tools are white men who think the world is
00:21:09as narrow as they see it. So
00:21:13we have to start discussing this part and why social
00:21:17media platforms have to be regulated, why the Mexican state must have
00:21:21tools to punish these platforms for the design of their
00:21:24platforms, for the content, well, not so much the content, but for the design
00:21:28of these platforms, the impact they are having on
00:21:31elections in the region, we have to look at the Cerimedo
00:21:34case of these last weeks reflect that these
00:21:38platforms allow intervention in electoral processes
00:21:41throughout the region, uh, benefiting
00:21:44candidates who benefit Silicon Valley, right? So that's how
00:21:48we get to this conversation, it's not a prohibition, it is a regulation and we must
00:21:51have tools as a society that allow us to protect ourselves from these
00:21:55biased algorithms. I consider that
00:21:59the problem with the design of these
00:22:02algorithms is not precisely that they were designed to
00:22:06fail, but that at the time of being
00:22:09designed it was never considered that this would
00:22:12end up increasing them,
00:22:15empowering them, I don't know what the correct
00:22:18term is, that is, it's basically
00:22:21like putting an untrained dog
00:22:24and just letting it loose in a park,
00:22:28you didn't tell it to start biting people, or to bark like
00:22:31crazy, no, but since you didn't train it,
00:22:35you raised it in a certain way,
00:22:39so that unexpected result came out.
00:22:42Former Meta employees, uh, Arturo
00:22:44Bejar, uh, Frances Haugen, for many years have
00:22:48revealed that there are internal studies of Meta, of all these platforms that know
00:22:52that their algorithms are generating these negative effects on the
00:22:56health of many young people and they have done nothing because there is an economy behind
00:23:00it, because there are 200 billion dollars that Facebook earns annually from advertising.
00:23:03that they don't want to lose them and because behind it there is a political
00:23:08maintain that economic and political elite, so the reality
00:23:11is more perverse, just to complement,
00:23:15not precisely speaking of this perversity of social
00:23:18networks, well, we have to know a little about what
00:23:22is immediate gratification that can
00:23:24be attended to or that this type of videos, this type
00:23:28of consumption through social networks, this type of sensation
00:23:32of I like it, not that I am getting likes through
00:23:36these networks and that will generate that constant gratification
00:23:40that will have small releases of dopamine pulses and well,
00:23:43dopamine is what will generate in us this feeling
00:23:47of being happy, of constantly wanting to have
00:23:50this effect, in the end, what it will generate is an
00:23:54addictive behavior, not that fortunately
00:23:56it is not as
00:23:59much as in substance consumption, it has a much
00:24:03better response when an adequate treatment is already
00:24:06given to this type of behaviors, although it is also correlated
00:24:10with what is known as the reward circuit,
00:24:13I don't want to omit another of your comments because
00:24:16it is important, that is to say, we know things about the
00:24:20algorithm that are important to know, that is to say, some platforms
00:24:23are not harmless, this yes they have an intentionality
00:24:27in the design, but there is an important factor which
00:24:31is the use we make of them as well, and today we
00:24:35in addition to everything my colleagues have already said, profile the
00:24:39user, that is to say, this machine learning
00:24:43or artificial intelligence that is behind these algorithms
00:24:47to profile who the user is and give you specifically
00:24:51content that is to your liking, is also
00:24:54used for other types of situations, for other types
00:24:58of illicit matters, even, that jeopardize
00:25:01the safety of people, physical integrity, emotional
00:25:05integrity, viral challenges,
00:25:08phenomena such as grooming,
00:25:12phenomena such as the need for validation of the
00:25:15self-image through these profiles that you keep consuming
00:25:18because the algorithm already knows you and now it will show
00:25:21them to you, a series of behaviors of people
00:25:24who make available to
00:25:28you content that takes advantage of the architecture of
00:25:31an algorithm to put at risk the physical and
00:25:34emotional integrity of people. Let's see, we will continue talking
00:25:38here, I already saw a question, but we had stayed with you
00:25:42that you wanted to give us a comment, I was
00:25:45in the state of Guanajuato, I went to a high
00:25:48school in the state in León where there
00:25:52is a case of a girl who has an addiction
00:25:56to chat GPT, how did they realize it? Well,
00:25:59the girl does not develop critical thinking, that is
00:26:02to say, she is one of the best at delivering
00:26:05assignments, purely
00:26:08summative assessment,
00:26:12she submits assignments, and if she submits 10
00:26:15pages, she gets a 10, if she submits less,
00:26:19they give her a lower grade, what I'm getting
00:26:22at is how did they realize her addiction
00:26:25because if she is not with her cell phone, if
00:26:29she doesn't have this part of technology,
00:26:32she isolates herself, she used to isolate herself,
00:26:35the question here is how as teachers
00:26:39in front of a group we also have that
00:26:42capacity for the regulation that the government is imposing
00:26:46on us, the technologies, the tools are there,
00:26:49but as teachers, how are we using them,
00:26:52because really, as teachers ourselves, we also have
00:26:56gaps, in some cases we have access gaps,
00:26:59some are cognitive gaps for implementation,
00:27:03if we contextualize it, it's not the same for
00:27:06a teacher from the mountains of Oaxaca or the
00:27:08coast of Guerrero,
00:27:12than for teachers like us from Mexico City
00:27:16who have a different context, each one of
00:27:19us who are in front of a group or
00:27:23who end up being in front of a
00:27:26group realizes that the child or the student
00:27:29no longer pays attention if they don't have a
00:27:33cell phone or if your class doesn't use
00:27:36technology, doesn't project, doesn't generate activities that
00:27:39have to introduce technology, a child gets bored
00:27:41and obviously doesn't learn, that's very interesting
00:27:45because I think that the arrival of digital
00:27:49technologies, in general, today artificial intelligence
00:27:52and others have to make us who teach, who
00:27:56are educators, question the way we have been
00:27:59working the teaching-learning processes in school.
00:28:03I believe that we need to go beyond the transmissive
00:28:08knowledge or information, because otherwise students
00:28:11will indeed not find meaning in what they
00:28:15do, to go and repeat a paragraph,
00:28:18a piece of data, for that they use technology,
00:28:22I believe that we need to open school spaces
00:28:26as spaces and above all for co-generation of
00:28:29joint meaning of knowledge, spaces that serve
00:28:33us for creation. For creation, even in
00:28:36a dialogical relationship with the teachers, that is
00:28:40to say, that vindication of the role of the
00:28:43teacher has to go beyond being an authority
00:28:47that knows certain data, chat GPT also knows
00:28:51it, so I think that we who teach need
00:28:55to be more strategic than that, we need
00:28:58to start thinking about the learning space and
00:29:02the evaluation, above all, because that is where
00:29:05technology is winning us over from another perspective,
00:29:09we need to invite students to be critical and
00:29:12creative when building knowledge, communicating it and finally
00:29:29transferring it to various scenarios, and I'm sure
00:29:33Ana Laura. Wait, I noticed two details instantly: a tattoo
00:29:37and red sneakers, the same things I saw on
00:29:41the kidnapper. The injured years.
00:29:44Sunday, 4:45
00:29:46p.m.
00:29:51What do we talk about when we talk about a
00:29:54cognitive war? It is a type of
00:29:58conflict that does not seek a material war,
00:30:01but a war in the minds and in
00:30:04the perceptions of citizens, the first thing we have
00:30:07to review is that if we are at
00:30:11war, yes, we are at war and it
00:30:14is also a very curious war because the territory of war,
00:30:18the field of operations of that war is
00:30:23what we are seeing is that they are
00:30:26being used for purposes of political control and
00:30:30citizen control.
00:30:41We are doing well and we are going for this
00:30:44second part of what we do from now
00:30:48on, we have already presented some of the
00:30:51problems, but what tools do we have, what
00:30:55do we count on and what are our
00:30:58pending tasks, Ximena,