{"id":3551,"date":"2021-04-08T21:53:04","date_gmt":"2021-04-09T00:53:04","guid":{"rendered":"https:\/\/cgceducacao.com.br\/?p=3551"},"modified":"2021-04-08T21:55:02","modified_gmt":"2021-04-09T00:55:02","slug":"os-modismos-e-os-perigos-do-ensino-tecnocentrico","status":"publish","type":"post","link":"https:\/\/cgceducacao.com.br\/index.php\/2021\/04\/08\/os-modismos-e-os-perigos-do-ensino-tecnocentrico\/","title":{"rendered":"Os modismos (e os perigos) do ensino tecnoc\u00eantrico"},"content":{"rendered":"\n<p><strong>Por Paulo Blikstein<\/strong><\/p>\n\n\n\n<p>O Brasil precisa parar de focar em modismos educacionais tecnoc\u00eantricos e passageiros e pensar em projetos de longo prazo, com fundamentos pedag\u00f3gicos consistentes que melhorem o ensino e a aprendizagem dos estudantes brasileiros.<\/p>\n\n\n\n<p>Nos \u00faltimos anos, o sistema educacional brasileiro vem experimentando teorias com ares de inova\u00e7\u00e3o, como habilidades socioemocionais, metodologias ativas e mais recentemente o ensino h\u00edbrido. N\u00f3s n\u00e3o precisamos de novos nomes. Temos que usar o conhecimento que j\u00e1 existe e \u00e9 comprovadamente eficaz.<\/p>\n\n\n\n<p>Estes modismos se esgotam rapidamente e desorientam todo o sistema educacional. As escolas particulares ficam correndo atr\u00e1s dessas supostas inova\u00e7\u00f5es como baratas tontas, construindo projetos curtos de vida curta.<\/p>\n\n\n\n<p>E acabam contagiando as escolas p\u00fablicas, que precisam ganhar espa\u00e7o no sistema pol\u00edtico para justificar que tamb\u00e9m fazem inova\u00e7\u00e3o. Isso prejudica a educa\u00e7\u00e3o p\u00fablica brasileira porque suga toda a energia e os recursos em projetos sem comprova\u00e7\u00e3o cient\u00edfica.<\/p>\n\n\n\n<p>Um bom exemplo destes modismos travestidos de inova\u00e7\u00e3o \u00e9 o chamado ensino h\u00edbrido. Ele \u00e9 apenas uma express\u00e3o tecnoc\u00eantrica. N\u00e3o \u00e9 uma teoria educacional, nem uma teoria de aprendizagem. \u00c9 apenas uma mistura de m\u00eddias, metade presencial metade online.<\/p>\n\n\n\n<p>Pense no trabalho h\u00edbrido. Voc\u00ea vai para o escrit\u00f3rio duas vezes por semana e fica em casa tr\u00eas vezes por semana. Isso n\u00e3o muda a natureza do trabalho, muda s\u00f3 o lugar onde voc\u00ea trabalha. Voc\u00ea vai continuar fazendo o mesmo trabalho.<\/p>\n\n\n\n<p>No caso do ensino h\u00edbrido \u00e9 a mesma coisa. \u00c9 como colocar o carro na frente dos bois. Os sistemas educacionais focam em construir a infraestrutura tecnol\u00f3gica, o software, os sistemas de ensino online, ensinam a usar o zoom, mas esquecem o principal: ensinar e aprender.<\/p>\n\n\n\n<p>Imagine uma aula de ci\u00eancias h\u00edbrida. A escola constr\u00f3i toda a infraestrutura tecnol\u00f3gica, mas ensina o mesmo conte\u00fado, o mesmo tipo de aula, a mesma avalia\u00e7\u00e3o e ningu\u00e9m vai aprender mais e melhor. Os \u00fanicos benefici\u00e1rios do ensino h\u00edbrido s\u00e3o as institui\u00e7\u00f5es que tem interesse em cortar custos e precarizar os professores.<\/p>\n\n\n\n<p>Ao contr\u00e1rio do ensino construtivista, do ensino m\u00e3o na massa, que exigem uma transforma\u00e7\u00e3o de abordagem e de tecnologia, o ensino h\u00edbrido traz o risco de tornar permanente uma coisa que \u00e9 emergencial, adotada apenas na pandemia. N\u00e3o h\u00e1 comprova\u00e7\u00e3o cient\u00edfica de que ele melhora o aprendizado dos alunos. A educa\u00e7\u00e3o brasileira precisa de mais ci\u00eancias da aprendizagem e menos modismos tecnoc\u00eantricos.<\/p>\n\n\n\n<p><em><strong>Paulo Blikstein<\/strong> \u00e9 Professor na Escola de Educa\u00e7\u00e3o da Universidade de Columbia, EUA, e diretor do <strong>TLTL &#8211; Transformative Learning Tecnologies Lab na Columbia University<\/strong>. Blikstein \u00e9 doutor em Ci\u00eancias da Aprendizagem pela Northwestern University e mestre pelo MIT Media Lab. Na Universidade de Stanford, foi professor de 2008-2018 e \u00e9 atualmente Senior Fellow no Centro Lemann. Sua pesquisa se concentra em como as novas tecnologias podem transformar profundamente o aprendizado de ci\u00eancia, computa\u00e7\u00e3o e engenharia, e se concentra nas aplica\u00e7\u00f5es da minera\u00e7\u00e3o de dados, IA e an\u00e1lise multimodal de dados de aprendizagem.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Por Paulo Blikstein O Brasil precisa parar de focar em modismos educacionais tecnoc\u00eantricos e passageiros e pensar em projetos de longo prazo, com fundamentos pedag\u00f3gicos consistentes que melhorem o ensino&hellip; <\/p>\n","protected":false},"author":1,"featured_media":3552,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[42],"tags":[188,186],"class_list":["post-3551","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-boas-pautas","tag-ensino-hibrido","tag-tecnocentrico"],"yoast_head":"<!-- This site is optimized with 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