António Dias de Figueiredo
Recent advances in digital technologies, algorithms, and machine learning cause both excitement and concern. Excitement, because they offer a world full of social and economic promise. Concern, because they can result in immensely harmful effects. Our schools play a core role in preparing the next generations for this transformation, but the territory is uncharted, and no one knows how to explore it. This article attempts to lift the veil on the issue by proposing a conciliation between the cultural appropriation of digital technologies and the renewal of the human dimension in schools.
Francisco Veiga & António Andrade
Today we are living difficult times due to the pandemic situation we are facing, schools reinvent themselves daily and “finally” reach to technology to get to the student, whether through a simple but sometimes complex videoconference or a myriad of other applications that always depend on the knowledge and skills of each teacher in the technical field and in the pedagogical acuity of adapting the resource to the training purpose. Simulators, games and robots, among other resources, which will culminate in the integration of Artificial Intelligence in education, are at an advanced stage of incorporation of technology, but there are intermediate phases with potential that are important to disseminate so as to be explored.
Andreia Magalhães, José Matias Alves & António Andrade
Having identified the dynamics of the classroom as an important factor for improving students’ learning, we intend to present Internet of Things (IoT), through the learning platform SOLL: Smart Objects Linked to Learning, as a resource capable of generating favorable conditions to an environment of learning.
Ségolène Le Mouillour
It is undoubtedly in the schools for Maria Montessori that the world of tomorrow is being built. On this point, the ideas of the Italian pedagogue are more relevant than ever. Perhaps before the others, Maria Montessori focused on a triple crisis that the world was going through at the end of the 20th century. That of the relationships of men among themselves, that of societies among themselves and finally, that of men in their environment.
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.
Joaquim Machado de Araújo, Alberto Filipe Araújo | Universidade Católica Portuguesa, Faculdade de Educação e Psicologia – Porto, Portugal . Universidade do Minho, Instituto de Educação – Braga, Portugal
This article values pedagogy as dialogue, the founding leitmotif whose cornerstone is the initiatory word, as trans-formation (um-bildung) whilst emphasizes the importance of Looking at the Other not as a “minor”, not as a “foreigner” but as my “neighbor“ like in the Gospel parable of the “Good Samaritan”. It underscores the traveling condition of the human being (homo viator), highlights the symbolism of the brotherly gesture, shows the importance of the dialogue held along the way and the pedagogical implications of this perspective.
Italo Fiorin | LUMSA di Roma
L’articolo presenta le ragioni che hanno portato l’università LUMSA di Roma ad istituire la Scuola di Alta Formazione “Educare all’Incontro e alla Solidarietà” (EIS): da un lato, la positiva esperienza di Service Learning, iniziata con un piccolo gruppo di studenti qualche anno fa e ora molto più diffusa; dall’altro, l’attenzione alle sollecitazioni della Congregazione per l’Educazione Cattolica, con la quale l’università ha un rapporto molto stretto, fin dalle sue origini.
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