citeforma - a escola do futuro
TRANSCRIPT
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Pensar a Escola do Futuro
João Filipe MatosInstituto de Educação, Universidade de Lisboa
SEMINÁRIO Inovações no Ensino/Formação | CITEFORMA | 22 set 2016
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Design the Future School
Linha Temáticada Unidade de Investigação e Desenvolvimento em Educação e Formação | Instituto de Educação | Universidade de Lisboa
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Seis Propostas para o Próximo Milénio
Italo Calvino, 1986
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“A generation ago, teachers could
expect that what they taught would
last their students lifetime. Today,
because of rapid economic and social
change, schools have to prepare
students for jobs that have not yet
been created, technologies that have
not been invented and problems that
we don’t yet know will arise” (OECD, 2011, par. 7)
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sumário
1º andamento: ensinar e aprender2º andamento: as tecnologias
digitais, a sociedade e as novas gerações
3º andamento: tendências e oportunidades
Epílogo: 4 ideias
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aprendizagem
natural versus artificial
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como se aprende?
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como se aprende?
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como se aprende?
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Exemplo de aprendizagem natural: o andar
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é imperativo assumir a diferença entre o design
(atividade de ensino)e
o emergente (aprendizagem)
O design cria campos de identificação e negociabilidade que orientam as práticas e as identidades daqueles que estão envolvidos em diversas formas de participação na educação e
formação
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a aprendizagem é um fenómeno emergente
DeweyPiagetBrunerPapert
Lave & WengerSiemens
...
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Ideia forte
a aprendizagem é uma parte integrante das práticas sociais
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Participar numa prática social, na qual o conhecimento reside, é um princípio epistemológico de aprendizagem.
As possibilidades de aprendizagem são definidas:
• pela estrutura social dessa prática
• pelas relações de poder e as condições de legitimidade e de acesso
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o conhecimentoentendido não como propriedade
individual......mas como produto colectivo
construído na interação com os recursos estruturantes da ação
os outrosos artefactos que usamosas situações e os problemas
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artefactos e mediação
acumulação, elaboração e transmissão de conhecimento social através do uso de artefactos
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historicidade dos artefactos tecnológicos
(Adaptado de MSO)
1940’s
1960’s
1970/80’s
1980/90’s
2000’s
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E a escola?E a formação?
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o a escola é um exemplo de sistema de atividade para produzir aprendizagem
o introduz intencionalmente responsabilidade e hierarquia
o impõe constrangimentos e rotinas, mas abre múltiplas possibilidades e oportunidades de aprendizagem que não existem fora da escola
e a Escola?
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According to recent reports from government agencies, foundations, survey firms, and scholarly institutions, most young people in the United States neither read literature (or fully know how), work reliably (just ask employers), visit cultural institutions (of any sort), nor vote . They cannot explain basic scientific methods, recount foundations of history, or name any of their local political representatives.
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These kids are different. They study, work, write, and interact with each other in ways that are very different from the ways that you did growing up. They read blogs rather than newspapers. They often meet each other online before they meet in person. They probably don’t even know what a library card looks like; and if they do, they’ve probably never used it. They get their music online—often for free, illegally. They’re more likely to send an instant message (IM) than to pick up the telephone to arrange a date later. And they’re connected to one another by a common culture. Major aspects of their lives—social interactions, friendships, civic activities—are mediated by digital technologies. And they’ve never known any other way of life.
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http://www.slashgear.com/gallery/data_files/1/4/6/internet_addiction_250.jpg
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historicidade dos artefactos tecnológicos
(Adaptado de MSO)
1940’s
1960’s
1970/80’s
1980/90’s
2000’s
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Geração “always-on” (Oblinger, 2004)
Tecnologia
móvel. conectividade permanente. arquivo identitário. extensão da memória
Objetos - conhecimentos
Pares
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E a escola?
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“We have long ridden the wave of PISA hysteria, telling ourselves that our schools are good. And they are excellent – by yesterday’s standards. Our schools do not meet current or future needs”
SITRA (2015). A Land of People who Love to Learn. Helsinki: Finish Innovation Fund.
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“Anything that can will be digitased. What will happen to schools?”
SITRA (2015). A Land of People who Love to Learn. Helsinki: Finish Innovation Fund.
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e o futuro da escola?
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creativework
que dimensões é necessário desenvolver?
physical work
mental work
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creativework
que dimensões é necessário desenvolver?
physical work
mental work
médio prazo
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creativework
que dimensões é necessário desenvolver?
physicalwork
mental work
longo prazo
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e o futuro da escola?
equacionar duas variáveis
fundamentais
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http://e-escola.tecnico.ulisboa.pt/
Espaço e Tempo
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http://e-escola.tecnico.ulisboa.pt/
Tempo
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que dimensões da educação é necessário rever?TEMPO
Scale-time [fixo]
Sucesso [variável]
Pré - 12º ano3 anos
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Pré - 12º ano
Scale-time [fixo]
Sucesso [variável]
Sucesso [fixo]
Scale-time [variável]
3 anos
que dimensões da educação é necessário rever?TEMPO
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http://e-escola.tecnico.ulisboa.pt/
Espaço
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tempos e espaços
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que dimensões é necessário transformar?ESPAÇO
turma 130
turma 230
turma 330
3 x 30 alunos
3 professores
espaços rígidos, unifuncionais
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que dimensões é necessário transformar?ESPAÇO
grupo90
90 alunos
3 professores
espaços flexíveis, multifuncionais
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que dimensões é necessário transformar?ESPAÇO
grupos de dimensão diferenciada
3 professores
espaços flexíveis, multifuncionais
90 alunos
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LEARNING ZONES
Future Teacher Education Lab, Universidade de Lisboa
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Future Teacher Education Lab, ULisboa
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New Media Consortium
Horizon Report 2016
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Horizon Report 2016
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Horizon Report 2016
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Horizon Report 2015
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aprendizagem ubíqua – “em qualquer lugar e em qualquer momento”
Tendência 1
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acesso livre a informação de qualidade, aplicações da web 2.0 e web 3.0 (semântica)
Tendência 2
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desenvolvimento de novas competências (21st century skills) e da e-cidadania
Tendência 3
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aposta no desenvolvimento de novos ambientes de aprendizagem em habitats
digitais
Tendência 4
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habitat digital
habitat entendido como relação dinâmica, mutuamente definida, entre uma espécie e um lugar
Wenger, E., White, N. & Smith, J. (2009). Digital Habitats – stewarding technology for communities. Portland: CPsquare
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mas Escola e Formação para quê?
…para que futuro?
…para que atividade profissional?
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Epílogo – 4 ideias
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ideia1 - importância do design
pensar o design das atividades das pessoas em habitats…
e não (apenas) dos artefactos tecnológicos
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ideia 2 – colocar o foco na interação
reforçar a atenção ao contexto mais alargado da interação entre os alunos e dos alunos com o mundo social
interação mediada por tecnologias em habitats digitais
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• assumir que as escolhas em educação são de natureza essencialmente política e ética
• assumir que a educação é uma construção social e por isso, um campo de conflito e de luta claramente marcado pelas relações de poder onde as tecnologias são um recurso relevante
ideia 3 - refletir sobre a política do conhecimento
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• assumir espírito crítico e interrogativo sobre a educação
ideia 4 – lutar contra os “QWERTY da educação“
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O fenómeno QWERTY
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O fenómeno QWERTY
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teclado HCESAR (Portugal, 1937)
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teclado HCESAR (Portugal, 1937)
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alternativas
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O fenómeno QWERTY
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O fenómeno QWERTY
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pensar o design do futuro da escola passa necessariamente por
lutar contra os “QWERTY da educação”
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