International Catholic Journal of Education


Nº4 | 2018 . Reinventing the school: expectations and experiences

Continuidade e renovação: ideologia e utopia de uma novidade pedagógica

Joaquim Machado de Araújo . Alberto Filipe Araújo | Centro de Investigação para o Desenvolvimento Humano da Universidade Católica Portuguesa (CEDH), Porto, Portugal; Centro de Investihação em Educação (CIEd) da Universidade do Minho, Braga, Portugal

This article discusses the relation between utopia and education in the dimension of desirable possibility, affirms the necessity of ethical limits to a perfectionist perspective, identifies the complementarity of utopia and ideology, and highlights the importance of the “new” for establishing an alternative proposal to the current pedagogy. Then, it analyse the novelty of the “tailored learning” within the scope of the educational vision of the New Education, distinguishing the model and its concretizations. Finally, it affirms the need to update this idea of educational justice adjusting it to the current time and the narrative identity of the community in which the school is inserted

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Notas para la renovación de la educación jesuita después de visitar las innovaciones en marcha en Catalunya

Juan Cristóbal García-Huidobro SJ | Doctorado en currículum y formación de profesores, Boston College, USA.

Based on a visit of almost two months to the Jesuit primary and secondary schools of Catalonia at the end of 2016, this text offers a critical-constructive analysis of their pedagogical innovations up to that moment. The text has 10 sections. The first six sections comprise an analysis of the innovation process from the general to the particular. The last four sections offer comprehensive reflections on the change process and propose key challenges for the renewal of Jesuit education in Catalonia and elsewhere: (a) more focus on educators and their professional growth; (b) going beyond methodological innovations by deepening on the educational vision and its curricular enactments; (c) recovering the Christian-humanist paradigm in the present cultural context; and (d) giving curricular and pedagogical attention to the diversity of social, cultural and religious contexts.

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La revolución de las escuelas21

Alfredo Hernando Calvo | Educador e Pesquisador, Espanha

This next article presents the transformation of a new model of schools: the schools21. A school21 is not a school. A school21 is the school of the 21st century. At a first glance it may seem that this definition does not change anything. In fact, all schools of the present should be schools of the 21st century. However, the reality is that they are not. They are in the 21st century, but they do not live in the 21st century, they do not experience it, their institutional clock has stopped. When a school acts, changes, grows and develops attentively to the present, to research and to the global and local reality, it discovers its identity as a school21. In this way he achieves that each one of his students learns to live, narrates his identity, discovers the world and transforms it in the 21st century. The world is full of schools where teachers and students behave in a different way, the notes have another meaning, the schedules change and the classrooms and corridors are the scene of completely new performances. They are schools that change to achieve better results. Schools that are transformed into schools21. Let’s see how.

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Diffuse education: a new proposal for the emancipation of our young people

Paolo Mottana | Università di Milano Bicocca

The text presents an education model. A model built based in experiencies and practices and also an utopia not yet realized, but a model that is inspiring education in many places all over the world.

“Diffuse education” offers an alternative vision of our society, one in which the education of its youngest members is no longer a separate, specialist practice but, rather, increasingly becomes the responsibility of all members of the society and part of its life, taken as a whole. In this model, young children and adolescents are encouraged to involve themselves in real-world activities and tangible projects, and thus to learn and find agency in the flux of everyday life and participate in the opportunities it brings.

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Designing school together, between pedagogy and architecture

Beate Weyland | Associate Professor, Faculty of Education of the Free University of Bolzano

This article presents some findings from a research project carried out together with architect Sandy Attia between 2010‐2014 funded by the Department of Education of the Free University of Bolzano (Weyland, Attia, 2015). The research frames 10 case studies of schools built in the past decade (preschools, kindergartens and primary schools) in the context of the contemporary debate surrounding the relationship between architecture and pedagogy in the South Tyrol region of Italy. The focus of the research resides in the processes that lead up to the design and construction of a new or renovated school, analyzing the trajectories that each project takes in relationship to the projects’ final outcomes.

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Innovative schools in Poland: historical and contemporary aspects

Krystyna Chałas | Professor Doctor Habilitated; John Paul II Catholic University of Lublin

This paper shows innovative high schools in three historical periods in Poland: between the World Wars, in the period of so-called real socialism and after 1980. The selected schools have had and still have a special contribution in the history of pedagogical thought. Each school is analyzed in those aspects:the leading pedagogical ideas, an outline of the practical innovative activity and the more important achievements of students. (…)

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Da urgência da reinvenção da escola

José Matias Alves . Carla Baptista (Centro de Investigação para o Desenvolvimento Humano da Universidade Católica Portuguesa (CEDH), Porto, Portugal)

Os esforços para renovar a qualidade dos processos e dos resultados escolares foram uma constante ao longo do século XX. Teorias, projetos, movimentos, reformadores sempre viram os seus objetivos limitados porque o modelo escolar [a gramática escolar, isto é, o modo de organizar o conhecimento, os espaços, os tempos, o agrupamento de alunos, a alocação dos professores aos alunos] permaneceu inalterável na sua estrutura. A matriz burocrática da organização dos sistemas educativos e da própria escola e a débil articulação dos elementos do sistema são outros traços que têm dificultado a mutação reclamada. Esta permanência estrutural impediu uma metamorfose substantiva e limitou muitos dos ideais sonhados. (…)

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