A Pós-Modernidade: uma escuta sobre a nova cultura da aprendizagem na escola
Resumo
Este artigo objetiva refletir sobre a nova cultura da aprendizagem na contemporaneidade e convoca a escola, a família, os alunos, os professores, gestores dentre outros afetos à educação a reverem seus papéis, suas funções, seus espaços, suas aprendizagens e reorganizar suas formas de se relacionar com este contexto educacional. A discussão das temáticas aqui abordadas não se esgota, até porque faz parte do cenário escolar, diverso e mutável. Cabe ainda uma ampla discussão, nos dias atuais, sobre as atitudes, valores e representações que consolidam identidades docentes, pois a realidade educacional não se transforma somente com intenções, mas com mudanças mais profundas que permitam transformar as representações sobre o trabalho docente. Estas mudanças dependem da construção de novos valores e concepções sobre a educação e formas de educar, ensinar e formar, que consigam se aproximar de respostas convincentes tendo em vista uma nova cultura de ensino-aprendizagem-trabalho para a escola, para o trabalho do professor, para o aluno e demais partícipes do contexto educacional.
Palavras-Chave: pós-modernidade e educação escolar; trabalho docente; cultura de ensino- aprendizagem.
Postmodernism: a hearing on the new learning culture in schools
AbstractThis article reflects on the new learning culture in the contemporary world and calls for schools, families, students, teachers, managers among others pertaining to education to review their roles, functions, spaces, and learning, as well as to reorganize their ways of relating to this educational context. The discussion of the issues raised here does not finish here, once it is part of the school scenario, which is diverse and changing. The present times also call for extensive discussion on the attitudes, values and representations that consolidate teachers' identities, because the educational reality is transformed not only by intentions, but by deeper changes that allow to transform the representations about teachers' work. These changes depend on the construction of new values and ideas about education and ways of educating, teaching and training that may get closer to convincing answers, in view of a new culture of teachinglearning- working for school, for teachers' work, for students and for others who partake of the educational context.
Keywords: postmodernity and schooling; teachers' work; culture of teachinglearning.
Palavras-Chave: pós-modernidade e educação escolar; trabalho docente; cultura de ensino- aprendizagem.
Postmodernism: a hearing on the new learning culture in schools
AbstractThis article reflects on the new learning culture in the contemporary world and calls for schools, families, students, teachers, managers among others pertaining to education to review their roles, functions, spaces, and learning, as well as to reorganize their ways of relating to this educational context. The discussion of the issues raised here does not finish here, once it is part of the school scenario, which is diverse and changing. The present times also call for extensive discussion on the attitudes, values and representations that consolidate teachers' identities, because the educational reality is transformed not only by intentions, but by deeper changes that allow to transform the representations about teachers' work. These changes depend on the construction of new values and ideas about education and ways of educating, teaching and training that may get closer to convincing answers, in view of a new culture of teachinglearning- working for school, for teachers' work, for students and for others who partake of the educational context.
Keywords: postmodernity and schooling; teachers' work; culture of teachinglearning.