About this paper

Appears in:
Pages: 8597-8602
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0583

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain


R. Freyman, H. Sánchez Benitez

Tecnológico de Monterrey (MEXICO)
Storytelling to Heal, consisted in using this didactic technique: Storytelling along with the use of video apps, social media, Lego and other educational material to teach the students of our University, from different programs, to help the victims of the earthquake of September 19th, 2017, in Mexico. The students contacted several shelters of the State of Mexico. In the devastated areas where the support was less intense or null ( just around Mexico City, people had the most help and media coverage ); In the shelters, our young people brought different goods and food to the victims, told stories to entertain and helped the victims to understand their tragedy and find meaning.

Every September, our Tecnológico de Monterrey University celebrates a single week; teachers create projects different from those established in the program to train our students in diverse subjects. I then proposed a workshop called "Stories to heal."

The goal was for students to become Mentor storytellers, bring stories to the shelters to entertain children and adults, an offering to motivate them to tell their own story

The axis of the narrative for healing comes from the concept of resilience; Boris Cyrulnik tells us that the simplest explanation of this concept is: the resumption of a new development after a traumatic event. It is a process that involves, to make it happen, many elements: neuronal, artistic, sociological, anthropological, biological and symbolic but that has a lot to do with affection.

The student understood the importance of language and story for the human mind to order, assimilate, understand and communicate traumatic events. They designed and will apply storytelling activities to enable those affected by the earthquake to resign themselves to the losses so that they find an upper purpose and move forward. Subsequently, testimonials and transmedia produced that the stories helped the population to neglect to communicate their situation. The general objective was that the students approach the exceptional traumatic reality to listen to the community affected by the incident, through narrative techniques that help to release tensions, give meaning and form a chronicle that sets precedents about events of this type for similar events that may occur in the future. Competencies: Collaborative work, interviews, mastery of new information technologies, the establishment of a working and realization agenda, telling and constructing stories in different media, thinking critically and creatively.
author = {Freyman, R. and S{\'{a}}nchez Benitez, H.},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.0583},
url = {https://dx.doi.org/10.21125/iceri.2018.0583},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {8597-8602}}
AU - R. Freyman AU - H. Sánchez Benitez
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.0583
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 8597
EP - 8602
ER -
R. Freyman, H. Sánchez Benitez (2018) STORYTELLING TO HEAL, ICERI2018 Proceedings, pp. 8597-8602.