Nothing is new, but everything has changed: A viewpoint on the future school

Abstract

This Viewpoint argues that the debates about the future of education and the need to rethink the school model started long before the pandemic crisis. But the situation we are experiencing has accelerated this need and showed that changes are possible. Consumerist trends in education have been accentuated, now with the massive use of digital tools. These trends, which, since the beginning of the twenty-first century, have supported "personalization of learning", can lead to the disintegration of the school. But dynamics of transformation and metamorphosis of the school have also emerged, reinforcing education as a public and common good. The authors seek to enunciate these dynamics that redefine three bases of the school model: the social contract around education, the organizational structure of the school, and the pedagogy of the lesson.

TRABALHO DOCENTE COM VIDEOAULAS EM EaD: DIFICULDADES DE PROFESSORES E DESAFIOS PARA A FORMAÇÃO E A PROFISSÃO DOCENTE

“…The teaching professionalization movement, in the 1980s in North America; the 1990s, in Europe and the 2000s, in Latin America, has one of its most potent expressions in the process of universitizing teacher education (OLIVEIRA, 2010;TARDIF, 2013;MAUÉS, 2014;NÓVOA, 2017).…”

“…It turns out that the project for teaching professionalization involves ambiguities, distortions, limitations, tensions, and challenges. Globalization, neoliberal policies, and international organizations interfere heavily in educational reforms, in the object of work, and the conditions of the organization of the teaching work, producing precariousness: alignment of the school to the company and the contents to the market demands in a competitive society; education treated as a commodity and linking the elements that make education up to the logic of the market; among other aspects that intensify teaching work and erode teachers' autonomy and authority (TARDIF, 2013;ENGUITA, 1991;OLIVEIRA, 2010;BALL et al, 2013;MAUÉS, 2014;NÓVOA, 2017).…”

“…Models of the cultural industry are mimicked as standards of the formats of audiovisual productions, establishing esthetic references for video class production. However, ambivalently, the mediation of technologies in the school environment can give rise to innovative and creative experiences, giving a new meaning to the notions of distance and presence, in the perspective of Nóvoa and Alvim (2020).…”

“…According to Nóvoa and Alvim (2020), the pandemic revealed the urgency and the possibility of transforming the school model. In a few days, the impossible became possible: the classroom gave rise to a diversity of learning spaces (especially at home); school hours become volatile; classroom teaching methods disappeared, and diverse approaches emerged.…”

Passado e presente projetando o futuro: lições da reformulação curricular de um curso de nutrição de uma universidade pública

“…Nóvoa e Alvim (Nóvoa & Alvim, 2020) em reflexões sobre este momento, ressaltam que chegamos ao Século XXI com fragilidades cruciais no modelo da educação formal, embora se tenha produzido importantes debates, estudos, pesquisas e propostas, contudo sem concretamente impactar em transformações significativas. Ademais, os autores sinalizam que para muitos as mudanças que hoje se impõem são apenas relacionadas à aplicação de tecnologias digitais, caminho indesejável.…”