Revista da ESPM - STE-OUT_2011

ABSTRACTS english R e v i s t a d a E S P M – s e t e m b r o / o u t u b r o d e 2 0 1 1 124 The future of education PAULO SECCHES & NAIRA MANEO PAGE 18 The Individualization of Society has brought about a predominance of personal views on the collective. We rarely encounter a vision of the whole. Frequently, what we find are individual agents expressing their positions based on their demands and personal interests and “blaming” the other agent for eventual factors that do not advance. The debate on the Future of Schooling is no exception to this rule. In this article, we attempt to listen to the involved parties (students, professors and companies). We have observed that, if “nobody understands anybody”, it is because everyone only looks at their micro world from their own perspective. But it is interesting that everybody’s quest is headed towards the same direction. There is a desire for a common direction to be followed. To trail this path represents a strong break of paradigms, as well as abandoning already crystallized roles in the involved Agents. The school of the future: heading in the wrong direction LAURA GALLUCCI PAGE 26 Serious scientific research shows that the human brain becomes mature around age 27. Until then, excess gray matter and great activity in the pre-frontal cortex (responsible for decision making) account are responsible for the lack of concentration in youth; i.e., this is inherent to the lack of maturity of the human brain and is not caused by the internet. Thus, it does not make sense to compare the concentration, analysis and decision-making capacity of youth to that of an adult: over time, gray mass is lost and the activity in the pre-frontal cortex dece- lerates, but there is a gain in the capacity to create a greater number of synapses (funda- mental for concentration and learning). Therefore, instead of blaming new technologies for the “loss of intelligence” in youth, it is necessary to incorporate these technologies to curricular dynamics and content in order to approach the cognitive universe of youngsters and create the school of the future. Bringing emotions inside the classroom ALEXANDRE GRACIOSO PAGE 32 The working of the brain has caught the attention of scientists from various areas over the last decades and the debate on how to incorporate neuroscience discoveries in the learning-teaching process has been implemented in education. One of the important messages that science brings to educators is that the human brain has developed, over the evolutionary process, to such an extent that emotional stimuli gain priority in relation to purely rational ones. This discovery has profound implications on the relationship between teachers and students and the learning dynamics within and outside the classroom, and shows the need to engage students ever more in their developmental process. A reflection on youth, headed towards the university of the future PEDRO LUIZ RIBEIRO DE SANTI PAGE 48 The author proposes that the understanding of the behavior of contemporary youth starts with the task of breaking away from the strong imagery that we carry of our own youth from the 60s: a dreamer, transgre sor youth. Much research over the last 10 years brings about the image of youth more conservative and concerned with work and family. Far from the idea of liberty, we have a perspective closer to lack of reference and insecurity. Faced with an environment in which there is “excess of access” to information, consumption, and people, all of us try to create resources to deal with this. Initially, it seems that youth has lost the reflection and profoundness of previous generations, but undoubtedly they create resources and abilities that we are not even capable of assessing yet. Schools for the future and the end of classrooms SÉRGIO PIO BERNARDES PAGE 56 The way in which pedagogical projects and physical spaces of college-level institutions are traditionally organized makes it difficult to form an intellectual elite, given the excessive importance of activities in which information transmis- sion methodologies prevail, in a “taylorist” fashion. In this article, the author proposes pedagogical projects based on the methodology “learning to learn”, decre- ase in classroom hours, transformation of teachers into researchers/knowledge admi- nistrators and construction of differentiated physical spaces, based on the articulation of multidisciplinary forums and laboratories, so that praxis becomes truly effective. Education when the future “re-means” the past MANOLITA CORREIA LIMA PAGE 64 Education has never in the past been so strongly on the radar, whether in governmental agendas wishing to undergo national reforms, or in multilateral agencies willing to influence the worldwide educational modernization. In some way, everybody wishes to trail paths headed towards a promising future capable