The paths to learning to teach
- Essays on the understanding of school failure
KANITZ (See, 2002), asserts ownership to the inadequacy of arrangements for teaching and learning based on established educational barred by the MEC.
The teacher unprepared remains the center of the reactor taken as educational messages placed by lecture, which in fact are mere repetitions of the little he has learned and learned.
The activity andragogical is demonized because it represents evidence of fragility professorial, rejecting the teaching hours informative, as reflected in experiments by students. These in turn are not aware of the conquest and snub the speakers system (faculty) describing them as backward and out of shape.
Thus there is the danger of succeeding because the methods are outdated and expenditures for the Brazilian education, at all levels do not result in the proportion of investment. There is concern about the required return on the investment in students who attend public universities with contempt social responsibility due to lack of awareness of the conquest.
The techniques and tools, if not overcome, are inadequate, making the school a real "hell on Brazil," where all those struggling, but they are happy, because nothing goes right.
To ASSISI, (2006) in light of Bakhtin (2003) and Schneuwly (2004 and 1988), which incorporates Vygotsky (1991), it is the defense that is by practice, ie within the social activity, which makes himself what was foreign, strange.
To this extent, learning involves elaboration own actions, encouraging autonomy, reflection about the activity in which he engages, which also implies the adoption of principles and procedures for correction of texts guided by a conception of evaluation mediator (cf. Hoffman, 1994 and 2003), educator, committed to learning.
The monetarist nature of the solutions presented by the government is another major obstacle to imagine that capital (money) will resolve all questions.
The use and abuse of Human Capital Theory, the formation of the student body has contributed to the construction of "human robots" to the service of capital. Nothing or little is done to the building of knowledge, slice reserved for the few enlightened.
Without the strategic planning necessary to continue as we are, from bad to worse, always overshadowed by some islands of excellence, touted by the government propaganda machine.
The continuing education is a tool in nuclear redefinition of teaching. The old practices permeated by paternalism interventionist give the notion of protection as a mere convenience to the learner.
The popular notion of what "healing burns and secure tightening," also must be addressed to Professor in the exercise of its activity.
In a world of constant change, we should not teach what others think (copismo) or thought, but to develop techniques that weap our teachers the training of the awareness that learning is ongoing and knowledge is volatile in contemporary society.
Brazil has no ecological problems, has health problems, lack of infrastructure, basic sanitation and lack of awareness of the population on how to deal with questions of nature. We have no problems with education, but of how to make it useful and attractive to customers who are captive children, youth and adults and encourage them to apply it for the good of the Brazilian National State.
There is a stubborn devaluation of the personal attributes and experience inside (private) gained through the experience in society, going to assert that having a public identity artificially constructed through mechanisms that matter in building dating from the time of the subjectivist alumni.
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