Second “eduLab21” talk wheel meets four experts to map views on what defines a comprehensive education and how it can be put into practice in the training of students.
Educators and experts gathered on the morning of Tuesday (30th August) to contribute to a joint definition of what it means to offer a comprehensive education to students and how this offer is required to generate opportunity for each fully develop. The Wheel Talk organized by eduLab21 in Insper in São Paulo, was mediated director of Articulation and Innovation of the Instituto Ayrton Senna, Mozart Neves Ramos.
Considering the major legal frameworks for education, such as the Universal Declaration of Human Rights and the Federal Constitution, the discussants examined what are the attributes that characterize the full education and that differentiate it from other forms of education, ie what is needed to promote an integral fact of education.
“This concept may have different meanings in some different contexts, but in general should be able to answer a central question: what is the necessary education for the 21st century,” noted Simone André, executive manager of the Instituto Ayrton Senna. For her, the formation for autonomy is the answer to this question, and a means to build such autonomy is to work jointly cognitive skills (related to thinking, memory, etc.) and socio-emotional (related to how each person responds in contact with others, with their own emotions and challenges and goals in life).
“Integral education is not a sport, a choice between several different policies that you can choose; for us, it is the concept of education can overcome the current format, a highly fragmented school model, close to the territory around them and with little knowledge about the profile of your student, “analyzed Natacha Costa, executive director of the Association city School Apprentice. “We integrate education as a guiding principle of all network management model. comprehensive education is not an ethics class or critical thinking, do not do this education keeping the organization in boxes isolated, it has to permeate all the experiences and relationships that occur in school. “
Among the various current proposals for comprehensive education, it is possible to identify that one of the central objectives of this way of teaching is to promote the full development of the student effectively. “Our training is ideal of autonomous, supportive and competent student; for this, we believe in the model of ‘school choice’, which includes creating opportunities for the student to experience ways to make their own choices and positioning of the opportunities you have in life, “he defended the pedagogical director of Co-responsibility of the Institute for education (ICE), Elizane Mecena. “This all stems from a series of educational processes, as the school is structured to promote this education,” he added.
For her, as for the other participants in the conversation wheel, realizing this proposal goes through the resume treatment at school. “The curriculum is a driving dimension, it chooses that which is fundamental to the training project. adherent pedagogical practices the proposal (such as personalization, experimentation and context) are important too, “pointed Natacha, indicating time for planning and continuing education of teachers as structural conditions for these actions.
“The school has to have an intention in this work and a set of factors is important for the proposed comprehensive education for professionals and students are committed to learning,” said Neca Setúbal, president of the Center for Studies and Research in Education (Cenpec ).
In addition to the educational principles for achieving comprehensive education, Simone André reminded of the importance of all stakeholders to share their views, experiences and results. “The concept is a tool to seek an alignment on it between different actors can give a common purpose for this tool. Have good evidence about what makes a quality education helps us generate more rapid changes and charge concretely education expected, “he argued.
The purpose of the conversation wheel is to map, clarify and discuss views on concepts related to the right to education, as many of the terms used in educational proposals still face the challenge of seeking conceptual clarity. In April, the first meeting in this format sought to detail the very idea of “right to education”. Soon, a third meeting will discuss the concept of “full human development.”
The initiative is part of the set of eduLab21 projects, the Instituto Ayrton Senna innovation lab to systematize knowledge related skills for the 21st century in order to contribute to the improvement of public education policies.
source: Ayron Senna Institute