The laughter, social regulator of emotional states and fixing of learning

The following “Theoretic proposal called: the laughter as the real emotional regulator, social and fixing of learnings” this study is conclusive in three fundamental principles: the laughter is an emotional regulator, the laughter is a social regulator, the laughter is a fixing learning. This was proved with students from the Toribio Rodríguez de Mendoza National University of Amazonas – Peru and groups of people in study. The study was ethnographic-qualitative, with IAP or Participative Action Research. The methodology was based on the transactional method. We used the qualitative method. With its own qualitative categorizations of the social science. The technique were the observation and analysis. The data about the effect to arrive to those principles were collected with instruments as the structured interview, a notebook and films. I can deduce that this is a contribution to the different kinds of socio-educative disciplines and others because we get new principles mentioned in the first lines; which represents a theoretic contribution in teaching and learning. This study is made with a test and posttest design and with fortuitous groups whose objective is appreciate the real effect of laugh. This research with a value to education, sociology and others sciences that study the human being. In conclusion: the laugh moderate the emotions, the laugh moderate the social relationship and finally the laugh is a fixer of complex learning. The following research project was made in the Awajun ethnic in Amazonas region (out in the north-eastern part of Peru).


INTRODUCTION
defined by its conceptual theoretical corpus, that is, by its purpose and its theoretical contribution, its purpose, its action, its functions, procedures, didactic means, versatility and its theoretical support on the basis of laws of education.
The results of the hypothesis were guided by the design of pre-test and post-test with a single group and by categorizing the fundamental terms with confidence and excellence. Being able to extrapolate succinctly the following conclusions. It r e g u l a t e s g r o u p e m o t i o n a l a n d interpersonal teacher-student behaviors, fixes and retains learning.

Problematic reality
In Chachapoyas province (region Amazonas), in Huancas district, one of its main characteristic is that 100% of its population are indigenous whose native language is the Hispanic-quechua, those This reflection has been discussed among teachers, students and parents from the community.

Justification
The IAP or Participative Action Research is justified because in the results we could infer three educative principles that in the near future it will work as base in other s c i e n c e s w i t h s o c i a l -e d u c a t i v e characters, there for this research will be a transactional study because their principles mentioned before will help as pedagogical base to other studies with more prospection. It is to say that with this principles the education and the comprehension and interpersonal relation o r g r o u p w i l l b e m o r e p o s s i b l e considering this fundamentals principles.

A. The laugh as extensive phenomenon
In our context, the laugh does not have as exclusive referent the biological reaction of the human being in moments and situations of humor; behavioral answers that pass, in its tone and duration, by the laugh, the nervous laugh, the laugh uproariously, the belly laugh, chuckle; although we cannot deny that these behavioral expressions interest us semiotically as a system of meaning in our internal processes. However, there is a big interest in understand the laugh as a human phenomenon that it goes from the subject to the society as a inter subjectivity and in the semiotic objectives of both as a help that give its techno specie reason. From this integrated perspective, we are interested in researches (Meta comprehensions). That on these topics, they have built some disciplines of knowledge as philosophy, semiotic, literature psychology, neurobiology, cognitive sciences and communications. We are interest too in investigate about meta comprehensions in a discipline that could be in the future an influence with a d e v e l o p m e n t i n i n v e s t i g a t i o n s (Lipovesky, 1986).

B. Definition of laugh
The laugh is a gesture, followed by a sound that a person do when this react in a funny stimulus or something that make him happy. In general the laugh involve movements of the mouth and different parts of the face.

The laugh can have different intensities.
When we talk about a grimace of our face, without sound, we say that it is a laugh. The laugh could be a gesture og politeness or a symbol of affirmation. Even though both words have different definitions, it is not weird find with them in the incorrect context, because a lot of people use them in a different way.
Instead, the concept of laugh means a spontaneous reaction and involuntarily. A person can laugh when this one watch a funny movie or when someone listens a joke. If the laugh is very intense and include strong sounds, this used to be defined as laugh out loud. It is normal to consider that the laugh is a kind of innate communication that the human being start to develop when they are 4 month. The laugh, in this way, is part of the basic language of the people. Lipovesky it is not pleasant feel that the people that are around us laugh for commitment of our funny expressions, because this is a sign that they do not want to be with us; in theory, when the company of someone is not pleasant, our reactions are spontaneously and we do not feel that pressure of show in a different way (Lipovesky, 1986). In the other hand, it is interesting that not all the people feel the necessity of laugh; if we take a numerous group as to give variety, the normal thing is that we can distinguish among those people that enjoy of the laugh and follow it everywhere, the people who only laugh when they listen something funny and who could not learn to express their feelings, without taking importance to the situation or story that is in front of them. In addition, the laugh is related to the culture: in Japan, for example, the jokes that some TV programs show to its victims as "hidden cams" this is not funny in some occidental countries, where it will be called aggressions or violation of privacy. Now a day, causing a laugh is considering as a mechanism called laughter therapy, a technique or strategy that look for create a benefit in emotional and mental level. It is important to say that the laughter therapy do not have to be taken in a strict sense, because it is not the cure to some illnesses but it is combined with other treatments. In general. It is common to make groups of a lot of patients to spread the laugh in patients and help to intensify the effect in every session. After a natural disaster for example (Lipovesky, 1986).
The laugh is an essential part of the human communication, but before this new study and any other, we do not a lot of how the brain process the different ways of laugh and how this could help to relax the pathological problems of communication. This could be helpful in the future to people that have problems to recognize or express their feelings and emotions, by example people who have Alzheimer or Parkinson illnesses. Scientifics of the Newcastle University (including to Kai Alter) and Tubinga University in Germany, tested the excellent capacity of a group of volunteers to recognize three different kind of laugh, negative or positive (laugh causes by happiness, laugh caused by tickle and derisive laughter to denigrate the people). To classify every laugh, the volunteers only listened in the study we also confirmed that different brain networker and pathways decode different kinds of laugh. The laughs is an essential part of the human communication, but before this new study and others, we have few knowledge about how the barin process the different kinds of laugh and how this could help people to mitigate the p a t h o l o g i c a l p r o b l e m s o f communications. Kai Alter (Galán, Baker, Alter, Baker, 2015). C. Great thinkers of all times has dedicated important reflections to this topic. One of the most important is Aristoteles, Darwin and Bergson, and in the field of psychotherapy we have some famous and representatives people of different theories that have made and study as Freud, Frankl and Beck among others. The study and discussion about laugh has a large story that start with the Greeks, for that reason Aristoteles said that the human being is the unique specie that can laugh (Brun, 1992). Although Darwin for example said that not only the human being can laugh, but the monkeys do it too. This will be a controversial topic in particular in the Middle Ages, where the l a u g h w a s f o r b i d d e n , a n d s o m e contemporaneous authors that is in this age where the laugh is a content manifestation. Also there were some discussion if Jesus Crist laugh or not, because we cannot find any information in the Bible about it (Burke, Le Goff, Gurevich, 1994).
indigenous ethnics applying "the pedagogical laugh" we determined a pedagogical laugh. 1. The laugh is a good regulator of groups and individuals emotions. 2 . We c o n s i d e r t o u s e t h e w o r d s "Pedagogical laugh".
3. In conclusion the laugh fix learning's according to the time.
4. The laugh fix and has influence in the learning.

Discussion
In the survey stage, we could notice that: Ÿ Very low performance Ÿ Low comprehension Ÿ Poor retention.  Ÿ The retention is very low. Ÿ The teacher has to know the social and cultural reality of an ethnic.
Ÿ Apply "the pedagogical laugh" because close the students and help them to have a better comprehension and the emotional estates of fear are regulated in consequence the learning is "fixing and retained" Ÿ The family plays a good role in the application of this technique.