NAME: MIGUEL ANGEL PARRA ROJAS CODE: 20112165068 SUBJECT: SEMINAR V TACHER: MARGARITA VARGAZ TORRES PROYECT: L.E.B.E.I.

NUSBAUMM, MARTHA. Cultivar la imaginacin, la literatura y las artes. En: sin fines de lucro. Katz, 2010; p.132-160. In the text, the author wants to highlight a missing component of the current teaching practices that has been left behind in the schools and what has done the educational systems that are currently developing curricular proposals that integrate these aspects to the teaching practices. In the chapter, the author describes that there are two types of knowledge that had took over the curricular designs: the factice and the logic. These help us to get closer with the world, but there is another missing component in the curricular development: the narrative imagination. This third component is the one that allows us to understand perceptions, and feelings of others, and it is not only the school, but the parents who must help the children to develop this ability. In school, the subject matter that provides tools to students to develop this ability is arts, because through this, the child is able to see the world as other person perceive it and, as result, the child will be able to distinguish between him and another. But this ability, as the author mentions, requires some steps to be followed: The practical competence, in which the child recognizes him as autonomous; the recognition of his weaknesses and of the others, making him to collaborate with others and the ability of imagine how is the life of others. This third component is developed by playing with others and it starts with some elements: The child imagine things in which he controls everything that happens, but there is a point in wish the child rises his own level of sell confidence and start trusting in others. This aspect make the child experience his vulnerability and now he will be able to enjoy experiences that, at the beginning he could perceive as anguishing. After thet, the child start developing a sense of imagination and amazement.

At school, the integration of playing and arts develop a empathy sense for others, (provided for the play), and can distinguish cultural aspects and views of the world (provided by arts) In the curriculum of classes of schools and universities, we could notice that there is a huge interest in developing factice and logic knowledge, and leave behind the component of arts a means of understanding others point of view about a determined aspect. In my opinion, this is done because of the implementation of foreign policies that see others as objects. Because the school is an ideological instrument of the state, it is clear that school adopts this policies and create humans without an artistical sense that dont allow them to know the feelings of others, and making us more individualistic, notion that foreign governments want to introduce in Latin-American countries