Escola aprendente: desafios e possibilidades postos no contexto da sociedade do conhecimento.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

The nowadays school is focused on the rationality of the writing itself. It failed when it tried to embrace the rationality of the speech, it also failed in embracing the complexity of nowadays world and in embodying the new forms of thought, new forms of organization and new forms of building knowledge that are emerging with information and communication technologies. It doesn t harmonize with young students who dive themselves into this new form of thinking, into this new ecology. Facing that, this research investigated the dynamic of the interfacing of the languages, technologies and rationality more used in schools connected to Internet, bringing the limits and possibilities which were put in the context of the contemporaneous society to form the structure of new educational practices, in order to diminish the existing distance between life inside and outside the school and to turn it into a new learning school. To do so, based on the ethnographic research and action research support, I look for, in one hand, to understand the politic and pedagogical process of introduction and the use of the Internet in the Portuguese public school net and, on the other hand, to understand the dynamics of 6th grade of a private school in a town named Ijuí ? RS, which the teachers and students can use the Internet, to understand the relationships that students and teachers have with the different languages, technology and rationalities that they use there, to map out the intensity and the meaning given to the conceptions these actors/authors have on those dynamics. From that mapping out work I try, together with the teachers, to inquire the conceptions in use and built opportunities in order to elaborate other actions and meanings to this conceptions. Analyzing the proposed actions and the executed actions, as much in Brazil as Portugal, I try to show the differential that the new dynamics show, regarding the dynamics showed before and, at what degree they indicate the work to structure the new educational practices. The outcomes of the work show that, simply, to put technologies in schools, connecting them to the Internet, isn t enough for happening the changes in the pedagogical practices and neither for the school to become effectively a spot maker of knowledge, culture and information. The complex interaction of the technologies with other factors creates a cultural melting pot where the youth s contemporaneous features, the propositions of the teachers, the interfacing of the different languages, technologies and rationalities have space to emerge, to provoke the need to break the old established practices and to build new practices. Those factors are compounded of the same way the school is organized, as much to the development of projects involving new technologies as to management of teacher s areas and schedules, and to propose permanent dynamics of formation to all members of the community; the interaction and collaboration among teachers, the interveners and the board of the school, as much to scholastic sense, to understand the social meaning of those technologies, its principles, its potentialities, the rationalities which go through them, as in the sense of proposing pedagogical actions and dynamics which take into account their features; the public policies of financing and implementation of plans and projects to educational/technologies area, and to the initial and continuing formation of the teacher. Therefore, in the school, according to the interaction of technology with other political factors which naturally belong to the environment, they will become tools to keep the same educational pattern in use or framing elements of educational dynamic open practices, characteristics of a learning school. That means the technologies need to be perceived, not as an absolute datum, not as technical factor, but as political factor, through the way they are conceived, produced and used. To take them as a political factor, as a knowledge and action strategy, it means to introduce them in the school context and also to perceive the conceptions and conditions which made possible that introduction, the choices and the set of steps which accompanies them as well. In the case of the conceptions, of the will and of the political actions adopted lead toward the formation of a work to structure other educational practices, collaboration nets are developed, as much inside the schools as among the schools and the external context. Nets that enhance the change, the process of inquiring itself, the act of establishing relationships, the reconstruction of the meanings, of concepts and themes. Nets also start the production and socialization process of knowledge, the process of approximation between students and teachers, they give chance to other form of communication, they break with closed plans and with obstacles which separate the school from external context, they generate a movement where the educational practices reset themselves, and the learning process widen themselves, involving all the spaces and subjects of the institution.

ASSUNTO(S)

interfacing of the languages pedagogical process information and communication technologies sociedade do conhecimento política educacional educacao práticas pedagógicas tecnologia de informação e comunicação

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