The dematerialization of school in the yet to come education:an analysis of contemporary discourses

Detalhes bibliográficos
Autor(a) principal: Farias, Bruno da Mata
Data de Publicação: 2021
Outros Autores: Cazetta, Valéria, Lima, Ana Laura Godinho
Tipo de documento: preprint
Idioma: eng
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2505
Resumo: Our aim in this text is to analyze the effects of the reports on the dematerialization of school by Edgard Faure (1973) and by Jacques Delors (1998). This phenomenon has been accelerated by the COVID-19 pandemic. The agenda of both reports is centered around the encounter of education and Information and Communication Technologies, in close connection with audiovisual and internet resources. Our work hypothesis is that both the discourses around the learning society, one celebrating the use of new teaching techniques, and the other centered on the “demmuring” of childhood, converge as they operate the dematerialization of school, while the pandemic has created a context in which deterritorialization has become temporarily unavoidable. We highlight in our conclusion that, in the current urban context, informed by an idea of education in the sense that all artifacts are educational, learning has become the platform of the already “demmured” and dematerialized spaces-ambiances.
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spelling The dematerialization of school in the yet to come education:an analysis of contemporary discoursesLA DESMATERIALIZACIÓN DE LA ESCUELA EN LA EDUCACIÓN DEL FUTURO: UN ANÁLISIS DE LOS DISCURSOS CONTEMPORÁNEOSA DESMATERIALIZAÇÃO DA ESCOLA NA EDUCAÇÃO DO PORVIR: UMA ANÁLISE DE DISCURSOS CONTEMPORÂNEOSDiscursoTecnologias da Informação e Comunicação (TIC)Desemparedamento da infânciaEducaçãoCOVID-19DiscourseInformation and Communication Technologies (ICTs)Demmuring of childhoodEducationCOVID-19Learning SocietyDiscursoTecnologías de la Información y la Comunicación (TIC)Desmaterialización de la InfanciaEducaciónCOVID-19Our aim in this text is to analyze the effects of the reports on the dematerialization of school by Edgard Faure (1973) and by Jacques Delors (1998). This phenomenon has been accelerated by the COVID-19 pandemic. The agenda of both reports is centered around the encounter of education and Information and Communication Technologies, in close connection with audiovisual and internet resources. Our work hypothesis is that both the discourses around the learning society, one celebrating the use of new teaching techniques, and the other centered on the “demmuring” of childhood, converge as they operate the dematerialization of school, while the pandemic has created a context in which deterritorialization has become temporarily unavoidable. We highlight in our conclusion that, in the current urban context, informed by an idea of education in the sense that all artifacts are educational, learning has become the platform of the already “demmured” and dematerialized spaces-ambiances.En este texto pretendemos analizar los efectos de los informes de Edgard Faure (1973) y Jacques Delors (1996) sobre la desmaterialización de la escuela acelerada por la pandemia del COVID-19. La agenda de estos dos informes gira en torno al encuentro entre la educación y las Tecnologías de la Información y la Comunicación (TIC), a través de un conjunto de recomendaciones sobre cómo hacer más eficaz la enseñanza y el aprendizaje de los alumnos mediado por el uso de pedagogías alternativas en estrecha relación con los recursos audiovisuales y de Internet. A partir de esta problemática, he aquí nuestra hipótesis de trabajo: el discurso sobre la sociedad del aprendizaje, que elogia el uso de las nuevas tecnologías en la educación, paralelamente al discurso sobre el desmantelamiento de la infancia, que defiende la educación de los niños en contacto directo con la naturaleza, están próximos en su efecto de promover la desmaterialización de la escuela, mientras que la pandemia ha creado el contexto en el que la desmaterialización se ha vuelto temporalmente inevitable. Entre las conclusiones, destacamos que, en el contexto urbano actual, permeado por una idea de educación en el sentido de que todo artefacto es educativo, el aprendizaje se ha convertido en la plataforma de los espacios-entornos ya desempoderados y desmaterializados.Objetivamos neste texto analisar os efeitos dos relatórios de Edgard Faure (1973) e de Jacques Delors (1996) acerca da desmaterialização da escola acelerada pela pandemia de COVID-19. A agenda desses dois relatórios gira em torno do encontro entre educação e Tecnologias da Informação e Comunicação (TIC), via um conjunto de recomendações relativo a como tornar mais eficaz o ensino e a aprendizagem dos estudantes mediados pelo uso de pedagogias alternativas em estreita conexão com recursos audiovisuais e de internet. Decorrente dessa problemática, eis nossa hipótese de trabalho: o discurso sobre a sociedade da aprendizagem, que enaltece o uso das novas tecnologias no ensino, paralelo ao discurso sobre o desemparedamento da infância, que defende a educação das crianças em contato direto com a natureza aproximam-se em seu efeito de promover a desmaterialização da escola, enquanto a pandemia criou o contexto no qual a desmaterialização se tornou temporariamente inevitável. Dentre as conclusões, destacamos que, no contexto urbano atual, perpassado por uma ideia de educação no sentido de que todos os artefatos são educativos, o aprendizado se tornou a plataforma dos espaços-ambiências já desemparedados e desmaterializados.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-06-18info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/250510.1590/SciELOPreprints.2505enghttps://preprints.scielo.org/index.php/scielo/article/view/2505/4306Copyright (c) 2021 Bruno da Mata Farias, Valéria Cazetta, Ana Laura Godinho Limahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFarias, Bruno da MataCazetta, ValériaLima, Ana Laura Godinhoreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-06-18T01:05:29Zoai:ops.preprints.scielo.org:preprint/2505Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-06-18T01:05:29SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv The dematerialization of school in the yet to come education:an analysis of contemporary discourses
LA DESMATERIALIZACIÓN DE LA ESCUELA EN LA EDUCACIÓN DEL FUTURO: UN ANÁLISIS DE LOS DISCURSOS CONTEMPORÁNEOS
A DESMATERIALIZAÇÃO DA ESCOLA NA EDUCAÇÃO DO PORVIR: UMA ANÁLISE DE DISCURSOS CONTEMPORÂNEOS
title The dematerialization of school in the yet to come education:an analysis of contemporary discourses
spellingShingle The dematerialization of school in the yet to come education:an analysis of contemporary discourses
Farias, Bruno da Mata
Discurso
Tecnologias da Informação e Comunicação (TIC)
Desemparedamento da infância
Educação
COVID-19
Discourse
Information and Communication Technologies (ICTs)
Demmuring of childhood
Education
COVID-19
Learning Society
Discurso
Tecnologías de la Información y la Comunicación (TIC)
Desmaterialización de la Infancia
Educación
COVID-19
title_short The dematerialization of school in the yet to come education:an analysis of contemporary discourses
title_full The dematerialization of school in the yet to come education:an analysis of contemporary discourses
title_fullStr The dematerialization of school in the yet to come education:an analysis of contemporary discourses
title_full_unstemmed The dematerialization of school in the yet to come education:an analysis of contemporary discourses
title_sort The dematerialization of school in the yet to come education:an analysis of contemporary discourses
author Farias, Bruno da Mata
author_facet Farias, Bruno da Mata
Cazetta, Valéria
Lima, Ana Laura Godinho
author_role author
author2 Cazetta, Valéria
Lima, Ana Laura Godinho
author2_role author
author
dc.contributor.author.fl_str_mv Farias, Bruno da Mata
Cazetta, Valéria
Lima, Ana Laura Godinho
dc.subject.por.fl_str_mv Discurso
Tecnologias da Informação e Comunicação (TIC)
Desemparedamento da infância
Educação
COVID-19
Discourse
Information and Communication Technologies (ICTs)
Demmuring of childhood
Education
COVID-19
Learning Society
Discurso
Tecnologías de la Información y la Comunicación (TIC)
Desmaterialización de la Infancia
Educación
COVID-19
topic Discurso
Tecnologias da Informação e Comunicação (TIC)
Desemparedamento da infância
Educação
COVID-19
Discourse
Information and Communication Technologies (ICTs)
Demmuring of childhood
Education
COVID-19
Learning Society
Discurso
Tecnologías de la Información y la Comunicación (TIC)
Desmaterialización de la Infancia
Educación
COVID-19
description Our aim in this text is to analyze the effects of the reports on the dematerialization of school by Edgard Faure (1973) and by Jacques Delors (1998). This phenomenon has been accelerated by the COVID-19 pandemic. The agenda of both reports is centered around the encounter of education and Information and Communication Technologies, in close connection with audiovisual and internet resources. Our work hypothesis is that both the discourses around the learning society, one celebrating the use of new teaching techniques, and the other centered on the “demmuring” of childhood, converge as they operate the dematerialization of school, while the pandemic has created a context in which deterritorialization has become temporarily unavoidable. We highlight in our conclusion that, in the current urban context, informed by an idea of education in the sense that all artifacts are educational, learning has become the platform of the already “demmured” and dematerialized spaces-ambiances.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/2505
10.1590/SciELOPreprints.2505
url https://preprints.scielo.org/index.php/scielo/preprint/view/2505
identifier_str_mv 10.1590/SciELOPreprints.2505
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/2505/4306
dc.rights.driver.fl_str_mv Copyright (c) 2021 Bruno da Mata Farias, Valéria Cazetta, Ana Laura Godinho Lima
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Bruno da Mata Farias, Valéria Cazetta, Ana Laura Godinho Lima
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
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repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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