Revista da ESPM - STE-OUT_2011

s e t e m b r o / o u t u b r o d e 2 0 1 1 – R e v i s t a d a E S P M 125 ES PM of educating children, youth and adults to live in knowledge-intensive societies, and for this reason, destined for quick transformations. Along this path, two men that stood out in the French and European political scenario have hea- ded committees dedicated to understand education in the present in order to propose education for the future - Edgar Faure and Jacques Delors. Once the investigation that served as the backbone to a detailed diagnostics had been concluded, proposi- tions were listed. More than just pointing towards the future, they give new meaning (“re-mean”) the past. Education and the future CÉLIA MARIA MARCONDES FERRAZ SILVA PAGE 74 The Brazilian State includes, since Imperial times, Education as an important topic in different constitutions, by defining investment parameters that guarantee resources in the nation’s budget. A review of different moments in the history of Education allows us to see that there was a concern on behalf of governments in Brazil with the topic even though, since the publication of the “ Manifesto of Education Pioneers” in the 1930’s, the results obtained results were far from the wishes of educators and intellectu- als. Today, these would be far from the demands of the job market and those of society. Certainly, when looking into the future, the achieved conquests must be expanded. After the School for All Program, it is necessary to ensure quality without losing sight of universality, which is quite complex. Brazil has already conquered quality for a small group of students. But it is necessary to do more, by looking at the trajectory over the entire educational course. Education: a commitment with the future LOURENÇO BUSTANI PAGE 96 Mandalah, a company focused on active inno- vation - observes note of the transformations that occur in the world and the importance of organizations actively participating in building more favorable future scenarios. In a recent project ordered by Colégi Bandeirantes, Man- dalah sees Education as a significant challenge and identifies six macro-trends of contem- porary life as the determining factors of an unavoidable revolution: the equation between resource depletion and environmental imba- lance, the interdependency of man and the social group in which he is inserted, mobility as a factor of approximation, technological de- velopment, obsolescence of current evaluation models and reconfiguration of the family nucleus. A revisited educational systemwould be capable of ensuring nowadays students a more responsible, sustainable and humane future. Teaching and change: a journey throughout the future ROSA ALEGRIA PAGE 102 The educational environment in its temporal fragmentation must redirectits learning systems to form individuals and prepare them to live in times of accelerated change. In this new world, what can schools and learning centers do so that society can take advantage of these changes? The answers are: integrate the future in school programs, unlearn dogmatic knowledge, know new cognitive realities, and insert aspects of inner individuality that anchor intangible assets are some of the paths addressed in this article. To illustrate the future possibilities as signs and opportu- nities to innovate in educational systems, a brief synthesis of a study conducted by the Millennium Project is included, listing some new educational realities for the year 2030. Future education SILVANA GONTIJO PAGE 108 In order to think out Future education, it is necessary to un-build ourselves and our priorities as professors and administrators of educational institutions or companies. We also have to review the classroom concept as the main teaching and learning environment, the curricula, the subjects or lack of them and the new forms of commu- nication associated with pedagogical prac- tices and methodologies. How do we cope with the context of native digital students and professors educated in the world of atoms? How do we cope with the paradox of living in a networked world with articulated experiences and contents and a teaching system that presumes isolation of knowledge in “bins” of isolated subjects? How can we think out the future if we merely crawl in the present? This article intends to raise these and other issues and reflect on innovation as a premise to the advancement of education. Technology and the future of education: a neuroscientific perspective BILLY NASCIMENTO PAGE 112 Imagining the shape of our future will be is always a tough and rather imprecise task. Ho- wever, in a highly technocratic society, trying to understand the effects that silicon creatures have on their carbon masters becomes ever more important. In fact we are living in a time when everything involves technology, interfaces, communication and information. At all times we interact with these machines that are willing to perform subservient tasks packaged in promises of a better world. But what will be the effect of technologies on our way of thinking? How does our brain react to this increasing number of technological interfaces that strongly push us away from the Original Savannah?