José Rui Santos | Maria Ivone Gaspar
After the long period of abstinence from information and communication technologies by Portuguese teachers, and a multitude of academic debates on the interest of their use at, and for the school, it finally seems possible to target attention exclusively on the way they are, or could be, used in schools.
Joaquim Machado de Araújo | Alberto Filipe Araújo
The story of Pinocchio, a fictional character by Carlo Collodi, depicts the formative course of a doll created by Geppetto from a bit of wood, which gains its own life and its own destiny, either in confrontation with its creator, or with the school as well as in interaction with real children until it views itself as one child.The present study followed the adventures of this doll which illustrate the classic contradiction between nature and nurture, embodied in the opposition between play and work whixh was solved by Pinocchio in three stages.
Rodrigo Queiroz e Melo
Catholic Schools in a T-World – front runners in sense making is an article about the role of schools and teachers in a technology rich world. Not only about how education systems should incorporate technology in the educational processes, but mainly about how technology is changing the roles of schools and teachers. The foreseeable impact of the 4th industrial revolution goes far beyond manufacturing and other productive aspects of our life. Big data, the internet of things, artificial intelligence, robotics, all concur to radically change the way we work, but also the way we live and the way we organize our societies.
Given the new challenges of our time facing humanity as a whole, we need the varied and multiple talents of all citizens. In order to take into account in the classroom the diversity of our students, university pedagogy should be consistent with the practices we want to implement in the schools.
After presenting Romano Guardini’s pedagogical thinking in its main features, this paper reconstructs the situation of the debate about education in Germany during the Weimar period (1918-1933). Then Guardini’s pedagogical main work, Die Grundlegung des Bildungslehre (1928), is analyzed in its structure and development. In the end, it is proposed an analysis of topicality of Guardini’s thought about education in reference to current context.
Quite often research reminds us that since the XIXth century school innovations have been emergig recurrently. Despite this, schools all over the world keep looking so similar because the model behind them is universal. It could be argued, however, that such a model has been evolving incrementally with progressive changes in processes and technologies, but the point is that there is no evidence of a radical transformation.
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