Urgent ruptures in education

Detalhes bibliográficos
Autor(a) principal: Demo, Pedro
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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spelling 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
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dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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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
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dc.rights.driver.fl_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
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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
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collection Ensaio (Rio de Janeiro. Online)
repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
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