2018

Marta Portero

Doctor of Neuroscience and Lecturer in UAB

Barcelona (Catalonia)

From April 27 to April 29, 2018

Biography —

Doctor of Neuroscience. Lecturer in the Psychobiology department at the Autonomous University of Barcelona (UAB) and in Medicine at the University of Girona. Consultant Professor of Psychology and Health Coaching at the Open University of Catalonia and Postgraduate in Breeding 0-3 and Socioeducational Care at the University of Barcelona. Research experience in neuroscience at the CEU-San Pablo University in Madrid, at the Parc de Recerca Biomèdica in Barcelona, at the Utrecht University, at the Sabana University (Bogota) and currently a researcher in the group of Neurobiology of Learning and Memory at the Neuroscience Institute of the UAB. Specialist in the contributions of neuroscience to educational innovation.

Project —

During the stay at Faber the artist-educator Esther Belvis, the psychologist-neuroscientist Marta Portero and the architect-designer Silvia Sasot, together with the Child Centered Kit: tools to promote self-development. Designed for children of Primary school (6-11 years old), the kit will be a tool that in a playful way, through active dynamics and creative strategies, connect with their experiences in and out of school, and empower them in the consciousness of themselves and their environment.

Child’s perspective: The kit aims to help children get to know and playfully recognize themselves in a playful way. It is a fun game to verbalize who she/he is, how she/he learns, what she/he is interested in and establish conversations that she/he empowers with the adults who accompany her/him in her/his growth and development process.

Teachers’ perspective: The kit helps teachers identify individual singularities and differences with their own voice, and go beyond their own gaze. It facilitates the visualization of the diversity and the potentialities present in the group with the aim of promoting inclusion.

Family perspective: The kit allows families to be more closely linked to their children’s school experiences and to participate equitably in accompanying their child in relation to academic aspects and to expand their capacity for action in personal aspects.