PROGRAMA N°8 Reforma educativa ESTRATEGIA SOCIAL 89 3 DIVERSIDAD FM

The transcription is about a radio program called "Social Strategy" that discusses the topic of education and the need for reforms. The hosts talk about how education has evolved over the years, from using calculators being forbidden to now having access to information through the internet. They mention the importance of incorporating technology and different teaching methods to better engage students. They also discuss the role of the family in education and the need for greater collaboration between schools and parents. The hosts mention a teacher named Jesualdo Sosa who was a pioneer in innovative teaching methods. They emphasize the importance of continuously improving education to meet the needs of society. Well, my friends, we are starting another edition of this, which is Social Strategy in the air of 89.3 Diversidad FM. Delivering with you José Luis Colmán, we will be sharing a cultural program made by and for people. We want to greet our colleagues, the radio directors, Jacobo and Carlos, and to the whole audience, a huge greeting, and obviously also to those who make this program possible, such as our listeners. I will now give the floor to my colleague, who will introduce himself. Good morning, José Luis, and greetings to the audience, colleagues, and technical directors. It is a great pleasure, as always, to start a new program. This is what we love to do, and it is a program for and for people. Therefore, we all put our effort and dedication to make the best of it, always. Obviously, it is a cultural program that is intended not only for society, although it can be heard by the whole society, because it is a new program, but it is also for the general public. Yes, for the general public, because it is for young people, adults, and it is cultural and social. It involves everyone, and it is a topic of true interest for everyone. So, well, what we always do is to promise that this program will be like the previous ones, and we hope that everyone will like it. Very well, I agree with you. We do not want to get out of line, because we have already been called a work line, we have been going for a second month. A second month, the eighth program, and it has been a growth, an experience, and what was novelty is being consolidated as a novel program, cultural and cultural, which is necessary to strengthen and give another style to the national radio station. To the modulated frequency of diversity, to the social strategy, this is a program made for and for people. What are the lines there, Marlene? 098283142, the WhatsApp line for audio text, and you can also follow us in the audience on social networks, Instagram and Facebook with the name Estrategia Social UI. And we also make messages, from time to time there is a message on Twitter too. And we have the program, Up to the Cloud, by SoundCloud, there we have the first programs for consultation and reference of the topics we have dealt with. We expect the communication, we know that this is for people, any person with any social situation, with any concern, has the space to which we agree in their need to give tools to be able to perform and manage any problem. Very good. Well, introducing ourselves, we are going to go now to the audio, the podcast, as usual, that we present, this time it is about education. A topic that is always present, has always been a subject, questioned, debated by the updates we need. Society has this tendency to evolve, therefore education also has to evolve, and one always claims reforms and reforms. Well, but we talk about a point of view, and more than anything we do it from the point of view of the father. We will see that later. Well, let's now share the podcasts, remember that you are in Estrategia Social, in the air of 89.3 FM, we are on our page there. www.diversidadfm.com Well, now we start with the program, my friends, Estrategia Social begins in this way with all of you. The education of society towards an urgent reform. Talking about education, we will have to talk about the institutions, necessarily, and in the first term, and then about the subjects. Before I make the note that the concepts scattered in this and in all my speeches, even the previous and subsequent ones, start from the point of view of the father. There is no other purpose than to transmit to the authorities and actors of the educational field the perceptions of a common citizen, preoccupied and occupied in this matter. I make the corresponding clarification, pertinent. In the following I will refer to those aspects that link me with the system in a unilateral relationship so far, in which the school proposes and the family disposes. I will emphasize on this later, the asymmetry of the family-educator link. If I were satisfied with how things are going, I would have words of praise. However, for a long time, for a few decades, perhaps, it has been transformed from an open and generous recognition to an open and generous claim. An act that is ratified in a direct way by other channels. In a general way, society refers to the lack of education, the lack of discipline, the lack of authority, the lack of references, and I also say that even the lack of content. For a long time, it has been heard that the school is not the same as before. Although, let's clarify, what was left were compliments to this. But in this variety, I recognize that a lot of variables do not have to do with the school directly, but with the realities, with individual and particular experiences of many people who form opinions around education. For my part, there is a lot to be said about reproach, and I doubt that it reaches that level of demand, because I am sure that a lot of words and actions will be enough to avoid the extreme. Not in vain, I suppose this channel of communication a form of expression and openness where I dare to oppose the same institution. I think in two aspects defined by a prominent personality of our country. Aspects defined by Jesualdo, Jesus Aldo Sosa, teacher of the years 1928 and following, teacher in the school 56 of Canteras de Arrechuelo, department of Colonia. He highlighted two values that were defined by him of great importance, and even with contempt, by the same institutions of the moment. The democratic of education and the character of education. It is that a great experience lived in that place by the initiative of this teacher. And I refer to those experiences, but in the conceptual. The child already uses other codes, other formats and languages to communicate with his parents. Teenagers usually do it, it is not strange, but that a child at an early age does it, already gives to think. Its formation is largely the consequence of the interaction with other standards that are not established in the school, and in general all institutions. This is often seen in the working world of adults, when education is made necessary in the times that run. The courses and workshops, the conferences, the symposiums are increasingly frequent, dealing with the industry, commerce and related branches, where the trades are required, the prior preparation is already an exclusive condition in any area for a non-titled worker, that is, for a person who is not a professional received from the academy. This is prepared in advance, does not enter to work if it does not meet the established conditions or does not comply with the basic rules of performance in that area. The production technologies are so advanced and so renewed that it is a constant of the under-update businessmen, so much so that certain companies of the world's vanguard mark a trend in this type of management. But it is a mark of the progress of the 21st century, especially in the private sector. And here is where the right opens up to the public. It is true that the Uruguayan state has emphasized this, has strengthened the use of the TIC, the technologies of information and communication, in teaching with the plan Celibal, the automation of the digital government to implement online procedures. The virtuality of teaching in times of pandemic. In short, clear examples of progress can be found in this regard, but despite the aspiration for improvement and the achievement of significant progress in recent years, it is also true that it is not yet implemented in the master's field. Let's go back to education, to teaching. In light of what I said at the beginning, in terms of everyone accessing constant and resonant information, and especially the child, the formation of teachers has not had a significant transformation in fundamental aspects of preparation and performance in the face of the incessant number of children with adequate intellectual and physical activity who are waiting anxiously. Education is not enough to meet a minimum of their requirements. Here are the institutions and their structures, and the fulfillment of an order that is accepted and validated by an empire of successive reforms and laws by others discussed in the Uruguayan Parliament. And what scope does the law have today? In any part of the democratic world, reality goes down a lane and the law down another, the same here in Uruguay. In fact, the law is reformulated because reality always goes one step ahead. What is determined by law becomes a matter of formality. As is known, by empire of this one, it proceeds as it is indicated, or as it is indicated, but deep down, deep down, it does nothing but respond to that reality when the fact occurred before. It gives legal value to what is needed for its general and universal fulfillment. But the delay in respect to the facts is inevitable, a curious feature of the law, an aspect present even in the countries of the First World, a fatality of this world, I would say. What I am saying is that for this and for so many other issues that will not be considered here for the moment, the educational reform in our country is necessary, which may be structural, functional, of partial, temporal or definitive content, whichever corresponds. This is not derived here, much less by mentioning it as a monologue. The debate would be missing because I am not one to define transcendent and substantial aspects, and I am simply showing off from the observation and analysis of a prompt action. It gives me immense joy to know that in that community of Colonia, today a rural teacher of such magnitude is remembered, the same as in Montevideo, where the school 329 is named after, teacher Jesualdo Sosa. It invades me an indescribable emotion to know that he still matters and contributes in this country, with great problems, and that he is remembered as someone who had a transcendence even outside the borders. As a social manager, I am driving actions so that followers of Jesualdo Sosa form a community, a dedicated community dedicated to highlighting and promoting the ideals of that figure. I invite any institution to join in principle with intention and goodwill, and then, with support and foundation, to concretize the idea of a foundation, or similar, that leads public opinion to the values promoted by such a prominent personality in the field of education and pedagogy at the continental level. Communicate, advertise, transmit the ideals by any means, organize activities with the population. Well, one more passion, and perhaps very personal, because it inspires me with aegis, with passion, with dedication and with esmero. In short, we will find the most democratic channels and public spaces, tending to transmit their legacy and deposit in the collective consciousness the idea that men with character and determination forged our common history. This is our reason to resume the reforms that are needed. If possible, to address in different areas of discussion the issues of teaching, with the desire to obtain progress according to the times to come. Social strategy as a program advocates that it happens without delay, because tomorrow's society depends on what is done now. 432-7230 We are waiting for you with a warm and warm attention. Now in Durazno, the company Espacios Verdes arrived. Works are carried out for state companies, cleaning and maintenance of land, parks, ponds and fruit trees, house planting, ponds, cabins for flies, mosquitoes and all kinds of insects, football fields maintenance, tractor is counted, affiliated chains of chainsaws, active products and routes, we are in Capurro 1040, Casi, Leandro Gómez, or phones 432-5302, 432-5660, or phones 094-359-737 or 098-850-232. Espacios Verdes. Now in Durazno, I bring you the service of Durazno CER, with coverage of services throughout the country. We accompany you in sanatorium or hospital, with qualified and selected staff. Our offices are at Dr. Luis Alberto Herrera 97000 or at the phone 095-630-100. Service of Durazno CER companions. Service of companions when you need it most. Emergency Mobile. UMER, mobile emergency with more than 30 years of age. In the middle, it provides the best attention and thanks its support to its partners. We wait for you in our offices at PENSA 769 or at the phone 432-4000 and 432-3575. UMER, consult, do not bother. And another tango more. We started looking for another partner, love, where to take refuge. When your sorrows and my worries can no longer. Undoubtedly healthy, if I put my head in the pillow and another day more. I remember her, she talks more than she. If you are a place, I will not be alone. In the good of your dreams, when everything is so strange, build a place. Downstairs there is my neighborhood, where some deception sleeps. I have to trust. When my guitar gets tired and there is no strength to rest. I like everything. This wind that leaves me, that pushes me and does not leave. Inside you are not. Now we will sing. When I find myself with death, this is when my luck is missing. Do not leave me bad. I remember a song. Heart once sings. And then you have me. And love is what you will sing. I remember a song. Heart once sings. And then you have me. And love is what you will sing. And then you have me. And love is what you will sing. And then you have me. And love is what you will sing. And then you have me. And love is what you will sing. And then you have me. And love is what you will sing. And then you have me. And then you have me. I want to take this issue and bring it to all people and authorities to give them a kind of debate in which all issues are discussed because society, the new generations are giving the guideline that we have a delay in education. Because the TIC, as it is mentioned there, the technologies of information and communication allow greater access to information from the internet to connect with the world. Today, children, through their computer, their cell phone, have contact with other children of other latitudes. Also, among them, communication is very different from that of adults. Therefore, there is a way of learning that is not done in school. And that is a permanent claim. I do it on a personal level. But, well, it is generally the claim of all. The school is always delayed or not updated or resumed to the context of the classroom with a fixed program. For me, there has to be an opening and a conditioning to the media to learn in different ways. Conditioning not only the classrooms, but also the programs that have to give greater freedom and dynamism and give participation to the family. And the four-hour days that the schools have, there you have to have a greater diversity of topics and activities inside and outside the classroom. Of course, I was listening very carefully to Ismael. And it is like that, as you say, in some way, education in Uruguay, from its beginnings, has been managing different points of what is today. Let's imagine going to our decade, when we were younger. You will remember that, as we have mentioned here in the program, that not even a calculator could take us to school. It was forbidden, because it was not possible, only with pencil and paper. You would write one thing, and they would tell you something else. Even later, our parents' education has changed, from the 60s, 70s, 80s, 90s, well, from previous decades, education has really changed. We are talking about pencils, calculators, before our parents, other things that were not. As the teachers said here, the subject of virtuality, the subject of the six bullets that you mentioned there, well, education is a great subject. One really stops and analyzes things, from the 90s, 80s, you, Ismael, from the 80s, do you remember what was there? Well, there were programs with textbooks, which were the same for everyone, in the whole country. And that text was the one that was reproduced in the classrooms, so structurally written for them, for those children, for us, at that time. And there was no other way to access another reflection or another investigation. Today, the children, the tasks they have are to investigate through the Internet the subjects that are raised in school. And that has changed, it has been a total turn, from going to repeat texts from memory to having to investigate on topics, both biology, geology, geography, astronomy, everything. The way textbooks, the study notebooks today are very different from those of that time. We had that notebook with the figure of José Pedro Varela, which was distributed every year, and there we did the homework. Today there is a program aimed at revaluing the study through interactive textbooks. I know that because I know them, and every year they identify themselves with an animal, and there the programs are developed. But, well, pointing a little more also to the fact that the children today have another way of communicating than the school, because they have access to the Internet. In the homes, with the family, another education is moved that is not formal, that is informal, that escapes the curricular programs of public education. And private too. Yes, of course. And look, imagine that the programs that we are doing are coinciding. Because I remember that we were talking here about COVID. I'm going to say just this. What happened after COVID? It already existed in Uruguay, but remember that from 19, it changed totally to virtuality. Imagine, you were at home, as you say, but you were communicating with the teachers, you were communicating virtually with teachers, you were connecting with, well, with everyone. Other colleagues. And also, in the time of... back in the 20s, when virtuality was established throughout the year. In the time of the year, yes. And in the faculty, for example, students from the interior who were doing the free program became regulated, with the possibility to fulfill the program at the same level as the students. At the same level as the students. That was innovative. Well, let's continue with that. And what I particularly and personally claim, and I bring it to the program, is that, as referred to in the podcast by Jesus Aldo Sosa, a teacher from the 30s and 40s, more or less, I don't remember, was innovative for that time, he was a dissident person because he was a teacher in Montevideo and he had a way of teaching that led the students to the street. Even in a way, a little bit like an incognito, so that they wouldn't observe him. He took them to museums, and made them know the movement of the city. Imagine, at that time, in Montevideo. All of that caused a revolution and he was transferred to Cologne, to a rural school, where he imposed a style, a way of teaching, that ended up being of national and continental transcendence. Because he was an advisor in Cuba, and, if I remember correctly, in Venezuela as well. But because he was a dissident, because he had innovative thoughts, that was revolutionary. There are books written by him, that we can access on the internet today. They are written and printed, but they are on the internet. He was a teacher, a pedagogue, a writer, and that is a variety of information that we should have present today to make innovations in education. Especially in the school, in the place where he teaches, to teach. Of course, I was listening very attentively, because I like to listen and to give my point of view, as a citizen, as we are in a free country, we can freely give our opinion, without disrespecting anyone, or going above anyone, that is something ugly. I was listening attentively, and the teaching has totally changed. I had told you a little about the subject, about us, about the 80s, 90s, José Pedro Varela, I remember, he was gray, he was with José Pedro Varela's face. I remember. I tell you, when I lived in the school, I lived in different cities of Uruguay. Yes, because you were rooted in different places. I am not from here, I am from the Valleja, I am from the Valleja, but I have lived here for years, and I have made many friends, and I have a great affection for Durano, because I grew up here. When I was 10 years old, I was here in the school, I was in the fifth grade, and I was a Red Freak, and I learned many things that are precious to me in the school. The school is number one, it can be active. The school is active, number one. I remember the teacher, Gisela, I remember the teacher who somehow helped us to grow as people and as students, we were from her, a very nice anecdote, where she was a very simple teacher, very expressive, and well, she taught me many things, and I learned many things here in Durano with them. I remember an anecdote that I had, a cap, a Coca-Cola cap, do you remember? Coca-Cola. It was a cap that I had the number 32, so the number 32, and I go to this, number 32, what was the number 32? It was the number that I had to participate in the school, understood? That is, it was a number that was put on a cap, the cap 32, each student had a number. So the teacher, when she wanted to talk about a topic, she grabbed it and said, she shook the cap of the cap with numbers, and when she left she had to talk about any topic, that is, or she had to improvise, or she had to talk about what, study a lot and talk about what she sent us the day before. It was funny, it was because if you didn't study, she said, well, you didn't study, let's go to another student, and that's how it was handled in those years. Now, one looks forward, and it is in another way that one works, it is not worked that way anymore. Well, then I went to high school. Yes, indeed, well, really, the transformation we have had, you are making a story of a personal story that is repeated by many, by thousands, and well, we need this update, this one that requires teaching, to continue in that line, so that we don't stay in time, and that really those who institute this, that is, the rectoral bodies, expand their borders in terms of the way of teaching, because I mention the Master's degree, the Master's degree is fundamental, because that's where the teachers are formed, and they are the ones who are going to transmit the teaching and daily practices in schools. And well, making reference again, I insist on this, prominent personalities in our country, who have been notoriously recognized in other countries, it seems to me that it is a mispurpose not to reference them, like that Master, who is called Jesualdo, and so many others, too. There are great exponents of the pedagogy of the culture here in Uruguay, and we have to give impulse to a new reform, and this has always been political, and all governments have always raised, from the trade unions too, but that is not a party policy, that is a state policy. We have to be sure that every coming government has to implement reforms. Not to get involved, but to evolve. And as Elkoska says, it can be a structural, functional, temporal reform, or it can be permanent, but it has to have dynamism, a different dynamic. The human being has to re-value himself in his formation as a child, as a child, and as a pre-schooler too. Because it is incredible how generational differences mark trends towards evolution. Children of a family, people who have children, can realize that children are different because it happens naturally, and we don't know why, but every time new generations are showing different forms of expression and communication. You will remember, Maestro, we wrote a note to the teacher, and she told us that she was in her third year of school. She said, third year of school. And she told us what they were doing there, more or less, they were working with virtuality and things like that, and it has changed a lot. I know you said it, and I gave you my point of view, but it is true what you say, we have to improve every day, every year, Uruguay is doing very well, and it is very well conceived at a global level, in education, and in many things that Uruguay has, a small country, and many people are coming to it. There are people from Argentina, Cubans, we see them here in Durango, we see them everywhere. Why? Because Uruguay is a small country, very cultural, very respected in the world, and it has been a working structure for many years, since past times, as far as we know. But today, they are betting on virtuality, on platforms, whether it is Instagram, Facebook, all the social networks that are used at the moment, because obviously, one has to go day by day, becoming a professional, or a teacher, and it is very nice to see the teachers, and my niece came out of there. Yes, Lucia, who we interviewed. Yes, we interviewed her, and she said, I remember the note, for those who do not know, who did not hear the program, she was the teacher we had invited the day we touched on the subject of education. And well, she told us, and she has a lot of material to talk about what happens in school, right? She remembered some teachers who were there before, like Pancho, she told us, she was raised here in Durango, she was born in Montreal, but she was raised here in Durango, and she did almost all her career in Durango, and she finished high school. And she told me, we work with this plan, and she explained the plan of the CEIBAL, that had already been implemented in 2005, was it? Yes, more or less. And the CEIBAL was born. And in some way, one could see that the virtual reality no longer comes from years ago. Why did this happen? Because Uruguay, in some way, wanted to bet on the future, a country that is always betting, to improve in all branches, in education, in other types of things. Another thing I'm going to tell you, we don't just talk about public education, but also private education. We have here in Durango, educators who work in private centers, I don't know if you want to name them. Yes. San Luis, San Luis, Marisa, and the sisters' school. Yes, that now became SCAF. About private education, I have few elements to add, but they have programs adjusted to a certain level, that doesn't match with the public. Well, given the privacy, I mean, due to the socio-economic context, and the availability of private schools, it is very likely that they manage education in a different way. I don't know if it's better or worse, but it's different. Yes, of course. Public education has its standards, and that's what I'm pointing out. We need to be more versatile when promoting the teaching of the Master's. I think that citizenship is formed by examples and the practical way of practicing the teaching. I think that not only in the classrooms, but outside, in the school, and with the family. About private schools, I have little information. I don't know why I said that. As a cultural program, we have to highlight all the media, the trends, the schools, and other types of education. Private schools, to explain that there are private schools that we don't know how they work, but we have to show that they are free. Like Artiga said, they are oriental schools, as well as brave. Yes, and as it has been said, it has been public, because from the beginning, the State has been the one who has been in charge of the education of the religious centers. And that is where the education was promoted to a privileged sector, the one that could pay and have access to certain influences. With the Barela Reform, it could be public, secular, and free. And that is what is remarkable. But, well, and there, touching on the subject of Barela, I want to make the following reflection. Today, there are no illiterates. Why does a child write, read, or look at everything he wants through a cell phone? He won't do it on paper, but on a tablet, through a screen. Why do I say that there must be a reform in education, and that it must be permanent and dynamic? And why must laws be reformed and adjusted to the reality that always comes first? Because, today, there were very few schools. Yes, Dina said it in a similar way. Very few schools, and at that time there was analphabeticism in the true and complete sense of the word. Analphabets, people who could not read or write because they did not have a magazine, or a book, nothing. Today, people have access to any text, information, video, any medium that provides them with information. And in the same way, they are using it. Yes, yes, yes, I agree with you. Diosco Picapiedra offers you quinielas, 5 euros, eatables, chickens, drinks, in general. It is located in Calle Ancina, in front of Plaza Artigas. An extended schedule, from 6.30 to 22 hours. Contact us by phone 432-7230. Diosco Picapiedra, we look forward to your kind and warm attention. Now, in Durazno, the company Espacios Verdes arrived. Works are being carried out for state companies, cleaning and maintenance of land, parks, ponds, and fruit trees. Housing, ponds, cabins, for flies, mosquitoes, and all kinds of insects. Football fields maintenance. It has a tractor. Affiliated with chains of mountain bikes. With active routes. It is located in Capurro 1040, Casi, Leandro Gómez. Or by phone, 432-5302, 432-5660, or by cell phone, 094-359-737, or 098-850-232. Espacios Verdes. Now, in Durazno, we have support services from Durazno-Cer. With coverage of services throughout the country. We support them in sanatorium or hospital, with qualified and selected personnel. Our clients are Dr. Luis Alberto Herrera, 97000, or by phone, 095-630-100. Support services from Durazno-Cer. Support services when you need it most. UMER, mobile emergency, more than 30 years old. In the middle, it provides the best care and thanks its partners for their support. We are waiting for you in our offices, in Pensa 769, or by phone, 432-4000, 432-3575. UMER, call us, don't bother. UMER, mobile emergency, more than 30 years old. Cellphones, for those who are new to the program. We mentioned social networks, and the dynamic they have to work with them, since they were very young, I remember they told you in previous programs, children, from 2, 3, 4 years old, playing, playing. It's incredible. When we were here, the only thing they had was the little mouse, and with Doritos, there was no one. I can't imagine what they had. It's incredible. And not all of them yet. Not all of them. And well, having to be aware of a schedule to watch television, which was black and white, I remember when a repeater of channels just appeared here, we did it waiting for a program to start at 11 in the morning, and it would finish at 12. And the time to watch the show was the same. Yes, the time to watch the show. We were sleeping, we couldn't watch it anymore. Attention, the time to watch the show. To round up my point of view, Yes, brother, go ahead. There are digital illiterates. Digital. We know, perhaps, because I'm not in tune with everything. Yes, yes. There are no illiterates like José Pedro Garela was talking about. That's why it's necessary that the reform is imminent and that it's already done, that it works on that issue. I personally told him that I sent to the Federation of the Magisterium Syndicate a letter in which I raised this issue. I made it formally through email so that it could be discussed and the true intentions of a reform could be manifested. Yes, yes, yes. And we'll see about the reform. I remember that in the year 2000 they said the world was ending. Yes. And we had a high school technology class. And there was a teacher who told me that in 2000 technology would be the top. And we looked at her and said, and we thought, and our classmates said, how is technology going to end in 2000? In the 21st century, when we went from the 20th to the 21st. 19th century to the 20th, sorry. And she said, no, that... For example, she showed us a pencil case. I saw the pencil case and she explained to us, I don't know what the explanation was. But we commented with our classmates later. We didn't believe her, because I thought everything was going to continue. Because you had a different way of thinking. Sure. An innovative way of thinking. Innovative, right. And they came with the old structures. Because she said, yes, because in 2000 it will be the top of the... there won't be more technology than this. And now you're going to... Imagine all that has evolved. How many things you have said, too, that this is not the issue, but it is worth clarifying, right? That the world ended in 2000. Also. And people were confused. And that is part of the limitations of the human being. There it is. Sometimes not having the perspective of seeing a little more to the future, of the progress, of the trends that may occur, both in education and in the general field. What you just said, I think it's iconic. To say that the world ends as it was said, is really worrying. How the human being reaches a point where he has no reflection, and no conviction. Yes, because she said that and she affirmed it. No, no, no, then it ends. That is, having conviction or being convinced that something is going to happen that is not real. It's not real, of course. What is going to be real if it's been... 22 years. 22 years and we're still alive. And we're already heading to a quarter of a century more. A century more. We, as we were off the microphone, I remember, we have been privileged because we have been in the 19th century and in the 20th century, two centuries, and that transformation of the Uruguayan mail, which was the means of communication, through a letter, paper envelope, to not having a phone in the house, and having cell phones in hand, communicated with anyone, anywhere in the world, playing with people, virtually. Yes, yes. Well, incredible. And also, with the perspective of 5G, which is the Internet of Things, that's going to be revolutionary. And we have to be prepared. We are underdeveloped countries here in Uruguay. In that sense, we are underdeveloped. We are behind, we have to tell the truth. We are many years behind. Imagine that, as an example, radio, the modulated frequency, just in the 1980s, the 1990s, as they said in other countries, there were already modulated frequencies, there were, in short, a lot of things that we are behind, but more, right? But we try to tell the truth, things as they are, and that's the reality. And also with optimism and hope, knowing that things are going to change for the better, and that we are mentors. We enhance that ability to manage the future, to have the ability to see things, to adapt to what is coming, and not to be backward, that is, not to back out and say that... Go forward, man. No, be prepared that things will be better. Not to comment on the past, not to forget what happened, but to think about the future. As Lucia García García said, the young people are today, it's not tomorrow, not everyone is lost, youth is now, we have to act now, at this moment. Why? Because she said, how is youth lost? We have to deal with it now, in school. And because, contrary to what we've been saying, they are one step ahead of us, because the generation is ours. Obviously. And that's what points to saying that the authorities have to take that into account, that they know that the young people are not lost, but they are forgetting that they have to be given tools to enhance their abilities. And they are already having them. And they are already having them. Because, imagine, she was explaining to me things that they do, for example, in the garden, that they have... You know, right? Yes, I know the school, 10, where she works. And you say that there are gardens, that education is being taken in a different way. Education is being taken in a different way. The school 10, especially here in Durazno, is an example because it is a school of critical context, and a lot of interest has been placed in that, and it is part of the Mandela network, which are inclusive schools. Not only do they have the curriculum, common and current, for all schools, but it also adds that, it promotes gardens, promotes activities outside the classroom, and includes people with disabilities. It is an example. The school 10 is an example of teaching... ...style of teaching. I don't want to take the term politically, but more progressive, that is, more tending to progress and evolution of the coming times. Yes or no? In Durazno there are many schools. There are others too. Each school points to a direction that will do the same. Exactly. I give the example of the school of... I tell you my experience when I was in school, but now I tell you the experience that I lived with Lucía, because Lucía told me all those things, because she is a teacher, and she took the class in the third year. Lucía told me, in the fourth, fifth and sixth year there are already other education programs. I told her that the next day it would be good to take a note and ask her what are the... She told me, I start a way and it doesn't take the minutes to go around, because we have already talked a lot and we are going to have to go around, because the program is going to be this long. But it was good to deal with the subject, and I liked very much what you proposed to me. You said that to talk about Factory, you have to talk about many things, many things to talk about. Imagine that... Ah, there are other things I remember. Now I remember things from life. When you talk, you remember, and the great memory that sometimes one... And now that you go around, you remember. I remember, there it is. But tell me... I'm going to say that I went to school, to study computer science. We had a computer, and it was weird, it was like a TV, it was old, not long ago. Yes, from that time of the chronicles. And I worked with, I remember, with the system of the turtle, I don't know if you remember. I don't remember having passed it. Well, I'm a little older than you, and that's my time, and we are not... No, I tell you because it is anecdotal and it is the truth. It is the truth. It is the truth of that technological implementation of computer science. Third or fourth year after that, I don't remember, well, they told me that I studied something and I learned something. Well, this is Social Strategy by Frequency 89.3, FM Diversity, dealing with transcendent themes. So, well, I think we have reached the end of the program, but, well, if you have something more to add, José Luis. No, well, nothing more. Education is going to change, and it is changing. That is my point of view. And as I used to say, we take care of the children, we take care of our children, of our teenagers. They are the future of the country. We have to bet on them. Well, my partner, Rodon Díaz, and you are watching Social Strategy by Frequency 89.3, FM Diversity. Who is speaking to you? Ismael Darío Fumero. José Luis Coleman. Social Strategy by Frequency 89.3, FM Diversity. Friends, without further ado, I hope you liked this program, this eighth program here in the city of Durazno, this program called Social Strategy, which is on Fridays, from 9 a.m. and the repetition? Saturday, 13.30. Perfect. Without further ado, have a good time. Thank you for your attention.