{"id":3544,"date":"2021-04-08T21:35:15","date_gmt":"2021-04-09T00:35:15","guid":{"rendered":"https:\/\/cgceducacao.com.br\/?p=3544"},"modified":"2021-04-08T21:35:23","modified_gmt":"2021-04-09T00:35:23","slug":"o-que-e-e-o-que-nao-e-inovacao-na-educacao","status":"publish","type":"post","link":"https:\/\/cgceducacao.com.br\/index.php\/2021\/04\/08\/o-que-e-e-o-que-nao-e-inovacao-na-educacao\/","title":{"rendered":"O que \u00e9 e o que n\u00e3o \u00e9 inova\u00e7\u00e3o na educa\u00e7\u00e3o"},"content":{"rendered":"\n

O papel \u00e9 o formato. O importante \u00e9 o texto!<\/em><\/strong><\/p>\n\n\n\n

Essa \u00e9 uma afirma\u00e7\u00e3o do fil\u00f3sofo tunisiano Pierre L\u00e9vy sobre o uso da tecnologia no mundo contempor\u00e2neo. O estudioso da comunica\u00e7\u00e3o desde a era socratiana afirma que a evolu\u00e7\u00e3o cultural \u2013 educa\u00e7\u00e3o, economia, social e etc. – da humanidade acontece a partir do momento que saberes s\u00e3o aprendidos e compartilhados.<\/p>\n\n\n\n

Com um pensamento alinhado ao de L\u00e9vy, o professor Paulo Blikstein, diretor do TLTL \u2013 Transformative Learning Technologies Lab <\/em><\/strong>da Universidade de Col\u00fambia (EUA), chama a aten\u00e7\u00e3o para a forma equivocada que est\u00e1 sendo conduzida a educa\u00e7\u00e3o no Brasil, principalmente neste \u00faltimo ano da pandemia. Para ele, o Brasil est\u00e1 se enganando ao acreditar que o ensino digital \u00e9 uma inova\u00e7\u00e3o.<\/p>\n\n\n\n

Blikstein destaca que na primeira metade do s\u00e9culo 20 vendeu-se a ideia de uma grande inova\u00e7\u00e3o na educa\u00e7\u00e3o: o livro did\u00e1tico. O discurso dizia que ele permitia ao aluno estudar no pr\u00f3prio ritmo e n\u00e3o no ritmo da sala de aula, da aula expositiva. O livro did\u00e1tico iria libertar os alunos das amarras da opress\u00e3o da sala de aula. E o que aconteceu? O livro did\u00e1tico foi absorvido pela aula tradicional e pelo sistema escolar e virou mais uma ferramenta de ensino. Na opini\u00e3o dele, o ensino remoto pode ser s\u00f3 uma nova forma de fazer a mesma coisa e, muitas vezes, pior.<\/p>\n\n\n\n

\u201cO ensino remoto \u00e9 uma medida emergencial, n\u00e3o \u00e9 uma inova\u00e7\u00e3o. A inova\u00e7\u00e3o \u00e9 quando o professor, ao inv\u00e9s de dar uma aula expositiva de ci\u00eancias, faz um experimento de ci\u00eancias; ao inv\u00e9s de ensinar hist\u00f3ria como uma sequ\u00eancia de fatos e datas, o professor ensina de uma forma problematizadora, dial\u00f3gica e dial\u00e9tica. A inova\u00e7\u00e3o na educa\u00e7\u00e3o acontece quando a pedagogia muda, quando a concep\u00e7\u00e3o de ensino muda. O ensino sempre ser\u00e1 inovador se a pedagogia for excelente\u201d, diz Blikstein.<\/p>\n\n\n\n

Para Blikstein, o Brasil precisa pensar em projetos de longo prazo, com fundamentos pedag\u00f3gicos consistentes que melhorem o ensino e a aprendizagem dos estudantes brasileiros. \u201cO sistema educacional no Brasil vem experimentando teorias com ares de inova\u00e7\u00e3o. Habilidades socioemocionais, metodologias ativas e o ensino h\u00edbrido s\u00e3o modismos que se esgotam rapidamente e desorientam todo o sistema educacional\u201d, afirma.<\/p>\n\n\n\n

Um professor inovador<\/strong><\/p>\n\n\n\n

\u201cNo dia 16 de mar\u00e7o de 2020 recebi mensagem de que n\u00e3o deveria ir ao Col\u00e9gio Equipe<\/em><\/strong> dar minha aula de Matem\u00e1tica\u201d, lembra o professor Carlos Matumoto. Era o in\u00edcio da pandemia. Na mesma hora, segundo ele, pegou no viol\u00e3o, criou um poema sobre a aula a ser dada e gravou um v\u00eddeo.<\/p>\n\n\n\n

\u201cEu tinha que criar uma videoaula e ent\u00e3o me veio a lembran\u00e7a de dois alunos, filhos de alem\u00e3es, e que durante uma aula falei algumas palavras em alem\u00e3o e eles traduziram aos colegas. Foi um alvoro\u00e7o na sala de aula\u201d, conta o professor. E a deixa deu muito certo!<\/p>\n\n\n\n

Foi a partir dessa lembran\u00e7a\/brincadeira que o professor come\u00e7ou a criar os personagens que deram vida \u00e0s videoaulas e tomaram corpo durante o ensino remoto. Al\u00e9m de professor, Matumoto \u00e9 m\u00fasico, “poliglota”, poeta e cantor e deu vida aos seus personagens caracterizados. \u201cO professor japon\u00eas \u00e9 quem d\u00e1 as aulas de medidas e comprimentos. Carl Mats \u00e9 o professor alem\u00e3o e d\u00e1 as aulas de \u00c1lgebra e Aritm\u00e9tica. O professor Calibral ensina Geometria. E ainda tem o professor franc\u00eas Charles Quiacert\u00f4, que fala sobre as transforma\u00e7\u00f5es de unidades e medidas\u201d, conta.<\/p>\n\n\n\n

Para ele, a estrat\u00e9gia dos personagens e as par\u00f3dias cantadas com viol\u00e3o, quebrou a monotonia do ensino \u00e0 dist\u00e2ncia. \u201cCom os personagens, consegui chamar a aten\u00e7\u00e3o deles para a l\u00edngua dos povos. Os alunos se sentem desafiados a compreender o sotaque e traduzir as frases ditas nas l\u00ednguas, e consequentemente, se apropriam do conte\u00fado aprendido\u201d, destaca.<\/p>\n\n\n\n

Cecilia Galv\u00e3o\/<\/strong>Jornalista\/diretora – (11) 97654.2027<\/p>\n","protected":false},"excerpt":{"rendered":"

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