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Abstract(s)
O paradigma de desenvolvimento procurado pela nossa sociedade não parece refletir-se na instituição escolar. Questionamo-la sobre os seus sentidos existenciais, sobre a coerência entre estes sentidos e o aparato técnico e metodológico que utiliza para se adaptar e conservar o seu design tradicional. Em frente desta escola tradicional surge, em raros contextos e como contraste, uma escola que segue um paradigma de mudança e desenvolvimento desejado. Os obstáculos que encontramos na observação da instituição escolar são surpreendentes, não obstante existirem ideias paradigmáticas que a poderiam fazer evoluir em direção a outros horizontes. Singramos pelos escritos burocráticos da escola pública para descobrirmos o Fio de Ariadne que nos pode libertar da âncora que mantém ideias fixas ao passado, para com ele direcionarmos o pensamento para as ideias paradigmática que nos protegem da tentação da utopia e do discurso opinativo sobre a escola. Este fio condutor aponta para a necessidade de encontramos as razões que clarificam o sentimento de urgência de uma mudança de cultura e de organização da instituição escolar. O subsídio de algo concretizado com sucesso, que constitua um modelo, poderá ser um catalisador para o advento de ideias inovadoras que nos permitam avançar no sentido de alcançarmos o conhecimento necessário para a geração de um modelo vivo que cresça, amadureça e se renove. É a essa renovação continuada que ancoramos o conceito de “novo horizonte”. Ao refletirmos sobre como procurar um novo horizonte para a escola entendemos que não é o mesmo que procurar um paradigma. A passagem de vagas de tecnologia facilitadoras de acesso a meios, induzem o pensamento a confundir-se e a fixar-se na aparência das coisas quando a substância verdadeiramente depende das ideias. Por isso, na nossa pesquisa foi fundamental estarmos bem direcionados para escolhermos e para clarificarmos ideias, ajustando-as e incrementando-as para que sirvam como veredas por onde se poderá caminhar em direção a uma visada de um horizonte. Nesta pesquisa encontramos, a partir-de-dentro da disciplina que lecionamos, um segundo nível de obstáculos. Surgem em confronto duas linguagens e tem persistido aquela que impõe uma linguagem autoexplicativa, que faz desfilar uma série de instantâneos da realidade, mas que se mostra insuficiente no atual contexto onde se eleva um clamor pela concretude da vida em relação com o mundo. É a partir desta questão que nos interrogamos sobre papel mediador da disciplina de EMRC na escola pública. Que veredas pode esta disciplina abrir como contributos para essa mudança desejada em direção a novos horizontes?
The development paradigm sought by our society does not seem to be reflected in the school institution. We question her about her existential senses, about the coherence between these senses and the technical and methodological apparatus she uses to adapt and preserve her traditional design. In front of this traditional school, in rare contexts and as a contrast, a school that follows a paradigm of desired change and development appears. The obstacles we found when observing the school institution are surprising, despite there being paradigmatic ideas that could make it evolve towards other horizons. We navigate through the bureaucratic writings of public school to discover Ariadne's Thread that can free us from the anchor that keeps ideas fixed to the past, so that with it we can direct our thinking towards the paradigmatic ideas that protect us from the temptation of utopia and opinionated discourse about school. This guiding thread points to the need to find reasons that clarify the feeling of urgency for a change in the culture and organization of the school institution. The support of something successfully implemented, which constitutes a model, could be a catalyst for the advent of innovative ideas that allow us to move forward towards achieving the knowledge necessary to generate a living model that grows, matures and is renewed. It is to this continued renewal that we anchor the concept of “new horizon”. When we reflect on how to look for a new horizon for the school, we understand that it is not the same as looking for a paradigm. The passage of waves of technology that facilitate access to resources, induce thought to become confused and fixate on the appearance of things when the substance truly depends on ideas. Therefore, in our research it was essential to be welldirected in choosing and clarifying ideas, adjusting and increasing them so that they serve as paths along which we can walk towards a vision of a horizon. In this research we found, from within the subject we teach, a second level of obstacles. Two languages emerge in confrontation and the one that imposes a self-explanatory language has persisted, which parades a series of snapshots of reality, but which proves to be insufficient in the current context where a cry for the concreteness of life in relation to the world is rising. It is from this question that we ask ourselves about the mediating role of the EMRC discipline in public schools. What paths can this discipline open up as contributions to this desired change towards new horizons?
The development paradigm sought by our society does not seem to be reflected in the school institution. We question her about her existential senses, about the coherence between these senses and the technical and methodological apparatus she uses to adapt and preserve her traditional design. In front of this traditional school, in rare contexts and as a contrast, a school that follows a paradigm of desired change and development appears. The obstacles we found when observing the school institution are surprising, despite there being paradigmatic ideas that could make it evolve towards other horizons. We navigate through the bureaucratic writings of public school to discover Ariadne's Thread that can free us from the anchor that keeps ideas fixed to the past, so that with it we can direct our thinking towards the paradigmatic ideas that protect us from the temptation of utopia and opinionated discourse about school. This guiding thread points to the need to find reasons that clarify the feeling of urgency for a change in the culture and organization of the school institution. The support of something successfully implemented, which constitutes a model, could be a catalyst for the advent of innovative ideas that allow us to move forward towards achieving the knowledge necessary to generate a living model that grows, matures and is renewed. It is to this continued renewal that we anchor the concept of “new horizon”. When we reflect on how to look for a new horizon for the school, we understand that it is not the same as looking for a paradigm. The passage of waves of technology that facilitate access to resources, induce thought to become confused and fixate on the appearance of things when the substance truly depends on ideas. Therefore, in our research it was essential to be welldirected in choosing and clarifying ideas, adjusting and increasing them so that they serve as paths along which we can walk towards a vision of a horizon. In this research we found, from within the subject we teach, a second level of obstacles. Two languages emerge in confrontation and the one that imposes a self-explanatory language has persisted, which parades a series of snapshots of reality, but which proves to be insufficient in the current context where a cry for the concreteness of life in relation to the world is rising. It is from this question that we ask ourselves about the mediating role of the EMRC discipline in public schools. What paths can this discipline open up as contributions to this desired change towards new horizons?
Description
Keywords
Organização autentizótica Beleza Caixa de ferramenta Caixa de brinquedos Compromisso Comunidade viva de trabalho Cultura de escola Ensinar Evolução Horizonte Insalubridade Inovação Linguagem Modelo Organização longeva “Quinta disciplina” Storyboard Visão Autentizotic organization Beauty Tool box Toy box Commitment Living work community School culture Teaching Evolution Horizon Unhealthy conditions Innovation Language Model Long-lasting organization “Fifth discipline” Vision