Urgent ruptures in education
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Artigo |
Título da fonte: | Ensaio (Rio de Janeiro. Online) |
Texto Completo: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/473 |
Resumo: | To innovate education is an eternal promise, because – as is believed – education is one of the principal sources of change, with the ulterior insight of being the appropriate change, the one better done. Taking inspiration in Christensen, this text discusses innovation traps, of which some are: wanting to innovate without innovating oneself; seeking to control the process of innovation; nurturing impossible or mean promises. Data suggest that our educational system is inappropriate: children do not learn, teachers tend to be very badly trained and very badly remunerated, school is lagging behind, new technologies have no chance, and students complain increasingly. So, “to reform” this system is not the case, since it has no sufficient reason to persist functioning. Indispensable would be to change profoundly, almost beginning anew, partially aiming to be able to cope with the students needs in new times, partially to correspond to pedagogical cares of learning recognized increasingly as continuous challenge. Main reference is the teacher, who, after all, is the main agent changing. To change the teacher is crucial, because practically all changes in school begin with the teachers. To criticize only is not sufficient (it is never sufficient). It is fundamental to guarantee new opportunities. |
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Urgent ruptures in educationRupturas urgentes en la educacionRupturas urgentes em educaçãoCambio; Control del cambio; Transformacion social; Innovacion disruptivaChange; Change control; Social transformation; Disruptive innovationMudanca; Controle da mudanca; Transformação social; Inovação disruptivaTo innovate education is an eternal promise, because – as is believed – education is one of the principal sources of change, with the ulterior insight of being the appropriate change, the one better done. Taking inspiration in Christensen, this text discusses innovation traps, of which some are: wanting to innovate without innovating oneself; seeking to control the process of innovation; nurturing impossible or mean promises. Data suggest that our educational system is inappropriate: children do not learn, teachers tend to be very badly trained and very badly remunerated, school is lagging behind, new technologies have no chance, and students complain increasingly. So, “to reform” this system is not the case, since it has no sufficient reason to persist functioning. Indispensable would be to change profoundly, almost beginning anew, partially aiming to be able to cope with the students needs in new times, partially to correspond to pedagogical cares of learning recognized increasingly as continuous challenge. Main reference is the teacher, who, after all, is the main agent changing. To change the teacher is crucial, because practically all changes in school begin with the teachers. To criticize only is not sufficient (it is never sufficient). It is fundamental to guarantee new opportunities.Innovar en el campo de la educacion es promesa eterna, porque – según se cree – la educacion es una de las fuentes principales de cambio, con el toque ulterior de ser cambio apropiado, el mejor hecho. Inspirandose en Christensen, el texto discute trampas de la innovacion, tales como pretender innovar sin innovarse; buscar controlar el proceso de innovacion; vivir de promesas imposibles o mezquinas. Los datos sugieren que nuestro sistema educacional es inepto: los niños no aprenden, los maestros o profesores tienden a ser muy mal formados y mal pagados, la escuela esta quedandose atras, nuevas tecnologias no tienen oportunidad y los alumnos se quejan cada vez mas. Asi, ya no se trata mas de “reformar” este sistema, porque el mismo ya no posee razon suficiente para continuar existiendo. Imprescindible seria cambiar profundamente, casi como que empezar de nuevo, en parte para poder estar a la altura de las necesidades de los alumnos en los tiempos actuales, en parte para corresponder a los cuidados pedagogicos del aprendizaje reconocido crecientemente como desafio continuado. El maestro es referencia fundamental, que, al fin de cuentas, es el agente principal del cambio. Transformar al maestro es crucial, porque practicamente todos los cambios en la escuela son cambios docentes. Solo criticar no basta (nunca basta). Es fundamental garantizar nuevas oportunidades. Inovar a educação e promessa eterna, porque – segundo se cre – educação e uma das fontes principais de mudanca, com o toque ulterior de ser mudanca apropriada, aquela mais bem feita. Inspirando-se em Christensen, o texto discute armadilhas da inovação, entre elas: pretender inovar sem inovar-se; buscar controlar o processo de inovação; viver de promessas impossiveis ou de promessas mesquinhas. Os dados sugerem que nosso sistema educacional e inepto: as criancas nao aprendem, os professores tendem a ser muito mal formados e mal pagos, a escola esta ficando para tras, novas tecnologias nao tem chance, e os alunos reclamam cada vez mais. Assim, “reformar” este sistema ja nao e o caso, porque o sistema ja nao possui razao suficiente para continuar existindo. Imprescindivel seria mudar profundamente, quase comecar de novo, em parte para poder estar à altura das necessidades dos alunos em novos tempos, em parte para corresponder aos cuidados pedagogicos da aprendizagem reconhecida crescentemente como desafio continuado. Referencia fundamental e o professor, que, afinal, e o agente principal da mudanca. Mudar o professor e crucial, porque praticamente todas as mudancas na escola sao mudancas docentes. Criticar apenas nao basta (nunca basta). E fundamental garantir novas oportunidades. Fundação CesgranrioDemo, Pedro2010-10-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/473Ensaio: Avaliação e Políticas Públicas em Educação; v. 18, n. 69 (2010): Revista Ensaio - Out./Dez.; 861-8721809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2pt; en; esDireitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-08-14T21:24:20Zoai:ojs.localhost:article/473Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-08-14T21:24:20Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse |
dc.title.none.fl_str_mv |
Urgent ruptures in education Rupturas urgentes en la educacion Rupturas urgentes em educação |
title |
Urgent ruptures in education |
spellingShingle |
Urgent ruptures in education Demo, Pedro Cambio; Control del cambio; Transformacion social; Innovacion disruptiva Change; Change control; Social transformation; Disruptive innovation Mudanca; Controle da mudanca; Transformação social; Inovação disruptiva |
title_short |
Urgent ruptures in education |
title_full |
Urgent ruptures in education |
title_fullStr |
Urgent ruptures in education |
title_full_unstemmed |
Urgent ruptures in education |
title_sort |
Urgent ruptures in education |
author |
Demo, Pedro |
author_facet |
Demo, Pedro |
author_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Demo, Pedro |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Cambio; Control del cambio; Transformacion social; Innovacion disruptiva Change; Change control; Social transformation; Disruptive innovation Mudanca; Controle da mudanca; Transformação social; Inovação disruptiva |
topic |
Cambio; Control del cambio; Transformacion social; Innovacion disruptiva Change; Change control; Social transformation; Disruptive innovation Mudanca; Controle da mudanca; Transformação social; Inovação disruptiva |
description |
To innovate education is an eternal promise, because – as is believed – education is one of the principal sources of change, with the ulterior insight of being the appropriate change, the one better done. Taking inspiration in Christensen, this text discusses innovation traps, of which some are: wanting to innovate without innovating oneself; seeking to control the process of innovation; nurturing impossible or mean promises. Data suggest that our educational system is inappropriate: children do not learn, teachers tend to be very badly trained and very badly remunerated, school is lagging behind, new technologies have no chance, and students complain increasingly. So, “to reform” this system is not the case, since it has no sufficient reason to persist functioning. Indispensable would be to change profoundly, almost beginning anew, partially aiming to be able to cope with the students needs in new times, partially to correspond to pedagogical cares of learning recognized increasingly as continuous challenge. Main reference is the teacher, who, after all, is the main agent changing. To change the teacher is crucial, because practically all changes in school begin with the teachers. To criticize only is not sufficient (it is never sufficient). It is fundamental to guarantee new opportunities. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-10-20 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/473 |
url |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/473 |
dc.language.iso.fl_str_mv |
pt; en; es |
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pt; en; es |
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Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
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Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.coverage.none.fl_str_mv |
|
dc.publisher.none.fl_str_mv |
Fundação Cesgranrio |
publisher.none.fl_str_mv |
Fundação Cesgranrio |
dc.source.none.fl_str_mv |
Ensaio: Avaliação e Políticas Públicas em Educação; v. 18, n. 69 (2010): Revista Ensaio - Out./Dez.; 861-872 1809-4465 0104-4036 reponame:Ensaio (Rio de Janeiro. Online) instname:Fundação Cesgranrio instacron:CESGRANRIO-2 |
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Fundação Cesgranrio |
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CESGRANRIO-2 |
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CESGRANRIO-2 |
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Ensaio (Rio de Janeiro. Online) |
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Ensaio (Rio de Janeiro. Online) |
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Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio |
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ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br |
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