Heading 1: Introduction ... HERE BEGINS THE INTRO! Information is power of course. But how is power distributed in our society? It is a fact that the distribution of information (the public knowledge) is not equal for all. Conventionally, this is called inequality of educational opportunity (IEO). Currently, we are living the impact of the globalization phenomenon “which encompasses a great variety of tendencies and trends in the economic, social and cultural spheres” (Bertucci & Alberti, 2001), being four major factors the driving forces of worldwide interdependence: entrepreneurship, liberalization of trade and investment, technological innovation, and global social networks. Nevertheless, the open access to equal opportunities in worldwide
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We have to take into account that many of them will not even have a timely education just because their parents are inmates. In such society with IEO these children are restricted to repeat the same mistakes as their parents, it is for this reason that we need to change such old vision. But how we can change that vision in our current society? For such transformation we need to open jails to education! That is to say, an open education. According to UNICEF (2013) around 240,000 children and adolescents are deprived of liberty and grow behind bars with their parents in a jail. They are called “the invisible children”, in countries such as Argentina, Brazil or Chile where the highest ratios of convicts exist. Our challenge is to create an inclusive education system for those children based on strategies for the popularization of science and technology. This proposal aims to contribute to the democratization of knowledge from Fab-Labs in LA. The most important work to be developed in favour of open access, by developing laboratories of community creation without barriers such as the PUQUNA …show more content…
Research and development laboratories or digital creation centers) where they can experience first hand scientific and technological production, so they can understand the work required to make in situ entrepreneurship and be inspired by creative development: learning and making. Some examples from neighbouring countries as Colombia and Chile are programs like: “Ondas” and “Explora”, respectively, as models of an inclusive educative culture.
Now, how to achieve the massification of this educative culture in LA? To answer this, we need to take into account achievements made by the Red-POP (Network of Science and Technology popularization in Latin America and the Caribbean) whose primary vision was the joining of interinstitutional networks, aimed to only one purpose (Red-POP, 2005).
Here, we can see clearly two currents of social bioinspiration (as referring to the evolutionary process) which could be used as a proper strategy for the constitution of working networks such as autopoiesis and
We have to take into account that many of them will not even have a timely education just because their parents are inmates. In such society with IEO these children are restricted to repeat the same mistakes as their parents, it is for this reason that we need to change such old vision. But how we can change that vision in our current society? For such transformation we need to open jails to education! That is to say, an open education. According to UNICEF (2013) around 240,000 children and adolescents are deprived of liberty and grow behind bars with their parents in a jail. They are called “the invisible children”, in countries such as Argentina, Brazil or Chile where the highest ratios of convicts exist. Our challenge is to create an inclusive education system for those children based on strategies for the popularization of science and technology. This proposal aims to contribute to the democratization of knowledge from Fab-Labs in LA. The most important work to be developed in favour of open access, by developing laboratories of community creation without barriers such as the PUQUNA …show more content…
Research and development laboratories or digital creation centers) where they can experience first hand scientific and technological production, so they can understand the work required to make in situ entrepreneurship and be inspired by creative development: learning and making. Some examples from neighbouring countries as Colombia and Chile are programs like: “Ondas” and “Explora”, respectively, as models of an inclusive educative culture.
Now, how to achieve the massification of this educative culture in LA? To answer this, we need to take into account achievements made by the Red-POP (Network of Science and Technology popularization in Latin America and the Caribbean) whose primary vision was the joining of interinstitutional networks, aimed to only one purpose (Red-POP, 2005).
Here, we can see clearly two currents of social bioinspiration (as referring to the evolutionary process) which could be used as a proper strategy for the constitution of working networks such as autopoiesis and