Libro

MEDIA LITERACY AND INTERCULTURAL DIALOGUE
Strategies, Debates and Good Practices
girls, immersed in these contexts, not only are achieving admit new concepts,
but they have understood to work in an organized manner, to solve problems
strategically, to realize its mission, to work in teams or individually, etc.
"The process of recover-information is easier for some types of memory,
especially for the high emotional experiences, than for others" (Berger,
2007:367).
2. Creative education
In which occasions we usually see children and adolescents at school
establishing objectives and rules, researching topics, interact, move, negotiate
views, fight and resolve differences?
Indeed we have agreed, at recess, while they play, they are really learning at an
early age, probably unwittingly, basic rules and agreements that make us who
we are. Cultural elements, religious, historical, that intermingle in children
dynamics when they have fun and interactive spaces, testing and strengthening
their personality and social behavior every day.
"The fun in this context actually means nothing to seize the fantastic possibilities
of intuitive knowledge (the perceptions, hunches, the findings, interpretations,
creations and recreations) for children to understand each concept with the
force and effectiveness that can only offer the pleasure of re-inventing life
through play.” (Izurieta, 1996: 93)
How many of us would deny children the possibility of education through
constant participation or gaming?
The bell rings to end recess and we go back to class. We realize that what we
saw a moment ago on the outside it's not being used on the inside. Is it lack of
time or pedagogical creativity?
There are two basic problems that actually end up being part of the same knot
in the skein. We have teachers, bureaucracy, ministries, parents, etc.. not
interested in promote, from his seat, a creative education, perhaps because
none of them ever had a motivating education at school and hence have no
reference rather than the passivity that children must endure in class.
The other possible problem that stops the evolution of education is that
teachers often talk about how the workload is hampering the implementation of
dynamics that encourage research and constant interactivity because the time
available in class is short and issues demanded by the different Ministries of
Education are still endless.
Also filling reports with figures is usually an endless task for teachers.
Nevertheless, this issue has great significance, for it is through these records
that knowledge "achieved" by the students are quantified and all those involved
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