Panels and conferences addressed the subject from the most varied perspectives, generating a lot of interest among the attendees, mainly university teachers and university students.
A large number of the public participated in the seminar '' Inclusion in Life and School: pedagogy with a human sense '', organized by the Regional Center for Studies and Development of Education (CREDEULS) of the University of La Serena, together with the career of Pedagogy in Early Childhood Education and its Seedbed of Investigation, and that counted on exhibitors of first level, as much of Chile as of the foreigner.
The welcome was given by Dr. Maria Teresa Juliá, director of CREDEULS and academic of the Department of Psychology of the house of studies, who gave way to the first conference of the day, "After the face of the subject erased by standardization and figures '', by Dr. Ofelia Roldán, director of the International Center for Education and Human Development (CINDE, Medellin, Colombia), researcher in social sciences, children and youth of the U. de Manizales (Colombia ) and the Pontificia U. Católica de Sao Paulo (Brazil).
Then the panels were developed. During the morning, the first of them, called '' Interdisciplinary look: gender, sameness and invisibility '', brought together the speakers Dr. María Teresa Juliá (ULS; Gender expectations in pedagogical discourse: a model of equity analysis of gender), Dr. Sergio Manosalva (U. Academy of Christian Humanism, Identity, diversity, differences and disability: the sign-ideological imposition of abnormality) and Dr. Carlos Calvo (ULS; School or educational inclusion: dilemma or paradox? ).
The 2 panel continued, '' Diversity, speeches, opportunities and experiences '', with Dr. (c) Cecilia Assael (U. Diego Portales; Education of people with disabilities in regular schools: discourse on the assessment of difference , under the focus of a dominant hegemonic culture), Mg. Georgina García (ULS; Towards an inclusive higher education: an inescapable social commitment) and Dra. Silvia López de Maturana (ULS; We can all learn: open windows for cognitive modifiability).
In the afternoon session, the panel 3 A '' Inclusion in school: Basic and secondary education '' counted with Lic. Eliana Jorquera (Pierrot School, La Serena, curricular adaptations: fundamental axis for an inclusive education) and Mg. (c) Andrea Calderón (Pierrot School, La Serena; Pedagogical strategies for inclusive education); while the panel 3 B '' Confront the unknown: Who comes to the world? '' included the presentation of Lic. Gabriela Marino (Asociación Todos Juntos: children with Down syndrome, Argentina).
The seminar concluded with the conference '' Neuronas mirror and learning '', given by Lic. Jorge Hirsch, psychomotorist and director of the Neurorrehabilitation Center of San Juan (Argentina). The researcher gave background on different brain processes and the functioning of neurons, the concept of learning and the mechanisms to learn, deepening their work with children and the stimulation of mirror neurons, with which a child can learn. copying '' what your teacher, therapist or family member does, just as if you were looking at a mirror.
He also referred to myelogenesis, a process that allows the person to respond to stimuli. The maturation and myelinization of certain areas of the brain depends on how the child interacts with the environment, since - he clarified - since a person is born until he dies he generates cerebral plasticity. Equally, it affects how much someone from your inner world can represent, how much you can understand of your world and how much you can articulate from the world in which you live. If a child understands the world in which he lives and internalizes it, he can give answers, and understanding the world through a third party. Mirror neurons appear there, explained Hirsch.
The expert commented that many of the children who reach integration processes in schools or therapies have sometimes not passed the basic processes, there was not a correct myelination of cells and there is not enough brain plasticity, so his brain works "for islands '', that is, it does some things, but not others.
By the same token, he emphasizes that a teacher who teaches using iconic and rhythmic gestures makes his students learn more, because their mirror neurons are equated with those of the teacher, in a kind of dialogue.
Jorge Hitsch also stated that cognitive networks are the result of the setting up of emotional networks. The latter '' allow the child to address and expand the construction of cognitive networks. When emotional networks fail because there is stress, abandonment, etc., cognitive networks are not built. ''
This is how children with failures in the conductions of the two networks or superstimulated by specialists but not in their homes, make it difficult to minimize the impact of their injuries and maximize the optimal state of their brain that the neurosciences seek.
For the academic of the Department of Education and teacher of the career of Ped. in Nursery Education, Dra. Silvia López de Maturana, is remarkable the high call, where even the quotas of registered people who could not attend, were filled with other people who were not registered but wanted to participate.
He also highlighted the quality of the speakers and lecturers, such as Dr. Ofelia Roldán, who made "a powerful criticism about standardization and how children are treated more as a number than as a person with capabilities", excluding them from that way of the classrooms. Jorge Hirsch, who showed '' the importance of working with the brain and that teachers should have much more knowledge about these issues '' and also all the speakers who dealt with the topics of learning in the classroom.
"The objective was to make known that all children can learn, that there is no human being who can not learn. All tend to learn. The problem that they do not learn is that many times the school puts obstacles in their way that prevent them from developing their abilities, "said the academic.
Dr. López de Maturana adds that the reflection and the question that was given among the audience when listening to the speakers is "what have I been doing so far? How I had not realized that maybe I was going the wrong way and that it was simple, that it was enough to give more opportunities to that child or that girl, that if she does not learn it is not because he does not want to learn, it is because maybe I do not know how to teach? "
Likewise, he valued the work of the students of the Research Seed, volunteer students who want to do something different outside their class hours, because "they want to leave the four walls, research, support events, read a lot, discuss, dialogue and always They are present in everything and that shows. Not only did they attend today, they go to many events and it shows in the conversation, in the participation in classes, in the critical reflection they do ".