{"id":17294,"date":"2022-11-21T14:20:45","date_gmt":"2022-11-21T17:20:45","guid":{"rendered":"https:\/\/cgceducacao.com.br\/?p=17294"},"modified":"2022-11-21T14:20:50","modified_gmt":"2022-11-21T17:20:50","slug":"tecnologia-e-a-picanha-da-educacao-que-tem-de-ir-alem-do-arroz-com-feijao","status":"publish","type":"post","link":"https:\/\/cgceducacao.com.br\/index.php\/2022\/11\/21\/tecnologia-e-a-picanha-da-educacao-que-tem-de-ir-alem-do-arroz-com-feijao\/","title":{"rendered":"Tecnologia \u00e9 a picanha da educa\u00e7\u00e3o que tem de ir al\u00e9m do arroz com feij\u00e3o"},"content":{"rendered":"\n

Tecnologia \u00e9 a picanha da educa\u00e7\u00e3o que tem de ir al\u00e9m do arroz com feij\u00e3o<\/h2>\n\n\n\n

FABIO CAMPOS, MARIANA LEDERMAN EDELSTEIN, RENATO RUSSO, RODRIGO BARBOSA, L\u00cdVIA MACEDO E PAULO BLIKSTEIN\u00a0<\/strong>19\/2022 – Artigo no OGLOBO<\/a><\/p>\n\n\n\n

O grupo de transi\u00e7\u00e3o da\u00a0educa\u00e7\u00e3o<\/a>\u00a0\u00e9 motivo de entusiasmo para quem acompanha os desafios do setor. Diferentemente de quatro anos atr\u00e1s, os participantes t\u00eam compromisso c\u00edvico e capacidade t\u00e9cnica. E, depois da pandemia, o grupo precisar\u00e1 enfrentar uma nova realidade: a educa\u00e7\u00e3o de hoje carece de pol\u00edticas s\u00f3lidas para a tecnologia. O que antes era um adere\u00e7o aos sistemas educacionais hoje \u00e9 indispens\u00e1vel. Pa\u00edses como EUA,\u00a0Uruguai<\/a>\u00a0e\u00a0Inglaterra<\/a>\u00a0j\u00e1 possuem planos robustos de tecnologia educacional. O Brasil, ainda n\u00e3o.<\/p>\n\n\n\n

\u00a0que a tecnologia pode fazer pela educa\u00e7\u00e3o? Primeiro, ela permite novas formas de acompanhar a aprendizagem dos alunos, para al\u00e9m dos testes. Ela possibilita, tamb\u00e9m, novas formas de acesso a materiais educacionais. Mas, principalmente, as tecnologias permitem experi\u00eancias de aprendizagem inovadoras, num tempo em que alunos est\u00e3o cada vez mais propensos a abandonar a escola. \u00c9 o caso dos laborat\u00f3rios virtuais desenvolvidos pela Universidade Stanford (EUA), em que alunos podem manipular remotamente um microsc\u00f3pio real. Tamb\u00e9m \u00e9 o caso de kits de rob\u00f3tica, simula\u00e7\u00f5es e laborat\u00f3rios \u201cm\u00e3o na massa\u201d, que promovem mais motiva\u00e7\u00e3o e conex\u00e3o com a comunidade. Laborat\u00f3rios desse tipo podem existir em escolas p\u00fablicas. Sobral, no\u00a0Cear\u00e1<\/a>, ter\u00e1 um por escola, transformando o ensino de ci\u00eancias na cidade. O munic\u00edpio nos mostra que manter a sala de aula apenas \u00e0 base de papel e caneta \u00e9 negar ao aluno uma prepara\u00e7\u00e3o fundamental para o mundo.<\/p>\n\n\n\n

Para chegar l\u00e1, n\u00e3o bastam exemplos isolados ou repetir chav\u00f5es sobre escolas atrasadas. \u00c9 necess\u00e1rio um plano nacional para tecnologia na educa\u00e7\u00e3o. \u00c9 preciso pensar de forma sist\u00eamica, definindo de que tecnologias precisamos e o que esperamos delas, sem messianismo. Um plano nacional deve guiar e dar seguran\u00e7a a quem compra, implementa e usa tecnologia, minimizando promessas furadas, parcerias sombrias ou gastos extravagantes. Um plano robusto tamb\u00e9m significa formar mais gente para ci\u00eancia e tecnologia e compartilhar com trabalhadores os meios para produzirem, eles mesmos, solu\u00e7\u00f5es tecnol\u00f3gicas. Um plano nacional abre portas para estrat\u00e9gias de conting\u00eancia, garantindo que alunos n\u00e3o fiquem sem aula em situa\u00e7\u00f5es extremas, como epidemias, desastres naturais ou viol\u00eancia urbana.<\/p>\n\n\n\n

Mas nada disso funciona sem rever a forma\u00e7\u00e3o de professores. Experi\u00eancias de ensino remoto na pandemia mostraram que tecnologia n\u00e3o garante qualidade. \u00c9 preciso formar educadores que ampliem pr\u00e1ticas pedag\u00f3gicas por meio dessas ferramentas, desenhando sequ\u00eancias did\u00e1ticas focadas em grandes ideias, e n\u00e3o na tecnologia em si. Digitalizar a velha aula expositiva n\u00e3o resolve. N\u00e3o precisamos que o educador brasileiro domine todas as ferramentas tecnol\u00f3gicas, mas sim que saiba a ferramenta adequada para cada momento pedag\u00f3gico. Parece f\u00e1cil, mas n\u00e3o \u00e9.<\/p>\n\n\n\n

Por fim, \u00e9 necess\u00e1rio ter clareza sobre o que n\u00e3o d\u00e1 certo. Pesquisas mostram claramente que a\u00e7\u00f5es isoladas e tecnoc\u00eantricas n\u00e3o funcionam, como a distribui\u00e7\u00e3o em massa de tablets e chips de celular ou a aplica\u00e7\u00e3o simplista de softwares. Ao contr\u00e1rio do que sugeriu Bolsonaro, um simples aplicativo n\u00e3o opera milagres nem garante alfabetiza\u00e7\u00e3o em tempo recorde. Tampouco podemos acreditar que ampliar a conectividade nas escolas \u2014 ainda que fundamental \u2014 seja suficiente. N\u00e3o se \u201caprende na internet\u201d; o professor guia o aprendizado.<\/p>\n\n\n\n

Haver\u00e1 quem pense: \u201cMas, se n\u00e3o temos nem arroz e feij\u00e3o, por que almejar a picanha?\u201d. O sentimento \u00e9 leg\u00edtimo, mas a dicotomia \u00e9 falsa. A escola do \u201cb\u00e1sico\u201d n\u00e3o funciona no mundo do s\u00e9culo XXI, sobretudo com alunos a um passo da evas\u00e3o. O governo federal, como destinador de recursos, deve olhar para a escola n\u00e3o s\u00f3 como o lugar do \u201cb\u00e1sico\u201d, mas como o lugar em que est\u00e1 sendo fabricada nossa ainda fr\u00e1gil democracia. Ser\u00e1 que \u00e9 hora de economizar?<\/p>\n\n\n\n

*Fabio Campos, Mariana Lederman Edelstein, Renato Russo, Rodrigo Barbosa e L\u00edvia Macedo s\u00e3o pesquisadores do Transformative Learning Technologies Lab (TLTL) da Universidade Columbia (EUA), e Paulo Blikstein lidera o TLTL e \u00e9 professor da Universidade Columbia<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Tecnologia \u00e9 a picanha da educa\u00e7\u00e3o que tem de ir al\u00e9m do arroz com feij\u00e3o FABIO CAMPOS, MARIANA LEDERMAN EDELSTEIN, RENATO RUSSO, RODRIGO BARBOSA, L\u00cdVIA MACEDO E PAULO BLIKSTEIN\u00a019\/2022 –… <\/p>\n","protected":false},"author":1,"featured_media":17295,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[36],"tags":[104,189,193,137],"class_list":["post-17294","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-na-midia","tag-educacao-pos-pandemia","tag-paulo-blikstein","tag-tecnologia","tag-tltl-2"],"yoast_head":"\nTecnologia \u00e9 a picanha da educa\u00e7\u00e3o que tem de ir al\u00e9m do arroz com feij\u00e3o - CGC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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