It is an invitation to explore new ways of inquiring about our experience, focusing on our attention and well-being, learning to perceive and be aware of the present moment and improve our emotional regulation to be more aware of our choices at all times.
Present with the Senses and the Body
It is an invitation to develop the ability to be present with our senses and the body through an experiential experience; to understand how the deployment of conscious attention has an impact on our physical, emotional and cognitive dimensions, and how these affect each other. To know links and implications between neuroplasticity, attention and learning; and to experience emotional regulation mechanisms through formal and informal practices.
Present with Thoughts
It is an invitation to identify our thoughts, observe them, allow them to flow, and learn to maintain the necessary distance so as not to «get tangled up» in them. The mind gives meaning to our life and our being, generating stories that appear voluntarily or involuntarily, as thoughts. The mind is wonderful; the problem is believing that we ARE what we think. In this sense, decentralization alternatives are offered, which lead to greater well-being.
Present with Emotions I
It is an invitation to learn to regulate our emotions and to manage our own resources, to deal with discomfort, from acceptance. Being present with emotions allows us to focus on their characteristics, their regulation, our motivations and the acceptance of discomfort as a principle to maintain calm and health.
Present with Emotions II
It is an invitation to know the emotion regulation systems; develop forms of validation for self-regulation and deploy compassion as a path to personal and social well-being. Being present with the emotions allows us to identify the characteristics of our internal regulation systems and to balance them, to achieve greater well-being; practice compassion towards ourselves, towards others and from others towards our person.
Present with Attitudes
It is an invitation to articulate and synthesize the contents that have been worked on so far, to redefine them and make the passage from the personal to the professional and collective, based on a conscious attitudinal practice. When we cultivate presence it is important to do so with certain attitudes that require dedication and commitment. These attitudes are interconnected and interdependent, that is, they support each other when practicing them.
It seeks to contribute to the development of interpersonal skills to improve communication within educational institutions. Communication goes through and conditions our actions and relationships and reflects resistance, discomfort and emotional states. The purpose is to deepen compassionate communication, become aware of our blind spots when communicating, and establish deep levels of listening.
It seeks to contribute to the development of socio-emotional skills that facilitate the integration of own resources to promote individual and collective potential. In this sense, we understand that the skills we develop not only strengthen our sense of being, but also contribute to improving the community to which we belong.
It seeks to contribute to the collective construction of sustainable groups, communities and societies that pay with their action to contextual well-being. It is an invitation to rethink the way we relate, understanding that relationships have an impact on the institutions of which we are part. The goal is to achieve individual and collective flourishing from a deep social reorganization that deploys the resources that are dormant within each establishment.
Neurociencia y Bienestar
Este documento sistematiza los contenidos de la neurociencia cognitiva y sus interrelaciones con el bienestar presentes a lo largo del Programa Presencia en Educación. Es un aporte al autoconocimiento en pos de alcanzar estados de mayor bienestar.
Aportes para la Educación Virtual
Aquí encontrarán apoyos, notas y recursos para fortalecer y seguir pensando la educación en entornos virtuales. El escenario actual demanda habilidades, competencias y recursos TICS que deben ser fortalecidos por los docentes.
Consiste en una plataforma con metodología innovadora que facilita la búsqueda en red de respuestas utilizando la inteligencia colectiva de la comunidad para los desafíos que presentan los establecimientos educativos.
It has more than 100 practices and resources that promote experiential learning experiences. Internships are essential, both for individual change and for collective work in school.