Type
article
Creator
Publisher
Identifier
MARTINS, Ernesto (2012) - A educação perante o advento da ‘sociedade do saber’ e o mercado de trabalho. Revista Montagem. ISSN 0104-4826. Ano 14, n.º 14, p. 49-62.
0104-4826
Title
A educação perante o advento da ‘sociedade do saber’ e o mercado de trabalho
Subject
Sociedade do conhecimento
Globalização
Mudanças
Conhecimento
Escola refundada
Professor mediador
Cultura escolar
Competências profissionais
Knowledge society
Globalization
Changes
Knowledge
Refunded school
Mediator professor
School culture
Professional skills
Globalização
Mudanças
Conhecimento
Escola refundada
Professor mediador
Cultura escolar
Competências profissionais
Knowledge society
Globalization
Changes
Knowledge
Refunded school
Mediator professor
School culture
Professional skills
Date
2015-03-18T15:22:56Z
2015-03-18T15:22:56Z
2012
2015-03-18T15:22:56Z
2012
Description
A nova ordem mundial e transnacional faz que a globalização apresente alguns problemas educativos, entre eles, a identidade. Tudo isto determina no sujeito (aprendiz e aprendente), para ser ele próprio e poder desenvolver as suas capacidades, destrezas, valores e atitudes, a necessidade de se apoiar na síntese das experiências individualizadas, obrigando a escola a responder a este novo cenário, quer ao nível da estrutura organizativa, quer ao nível curricular. O advento da sociedade pós-capitalista do conhecimento ou do saber prova mudanças e conotações essenciais, alterando a revolução da produção em massa e da produtividade para a revolução da produtividade do conhecimento, da informação ou dos ‘intangíveis’. Trataremos de expor alguns pressupostos determinantes para o futuro do trabalho humano na sociedade do conhecimento, não deixando de aludir ao papel da ‘refundação da escola’. As novas formas de trabalho ao nível da educação actual implica a procura de alternativas (projecto curricular de escola e de turma, conteúdos e métodos como meios e não fins e o papel do professor ‘mediador’ das aprendizagens), de modo a capacitar o futuro cidadão e trabalhador para esta nova sociedade do conhecimento e da informação.
Abstract - The new transnational world order causes globalization to present some educational problems; among them, the identity. This situation stimulates the subject (“aprendiz”and”aprendente”) to be himself and to be able to develop their capabilities, skills, values, attitudes, the need to turn to turn to individual experiences, compelling the school to respond to this new scenario, in terms of both organizational structure and curricular level. The advent of the post-capitalist knowledge society goes through changes and critical connotations, shifting from the mass production revolution and productivity to the revolution of knowledge productivity, information or the “intangibles”. We will attempt to expose some crucial assumptions for human labor in the knowledge society while alluding to the role of the “Refounding of the school”. The new forms of labor at the level of current education implies the search for alternatives (draft class and school curriculum, content and methods as a means and methods as a means and not as a purpose and the role of the teacher as a “mediator” of learning) so as to empower future citizens and workers to the new knowledge and information society.
Abstract - The new transnational world order causes globalization to present some educational problems; among them, the identity. This situation stimulates the subject (“aprendiz”and”aprendente”) to be himself and to be able to develop their capabilities, skills, values, attitudes, the need to turn to turn to individual experiences, compelling the school to respond to this new scenario, in terms of both organizational structure and curricular level. The advent of the post-capitalist knowledge society goes through changes and critical connotations, shifting from the mass production revolution and productivity to the revolution of knowledge productivity, information or the “intangibles”. We will attempt to expose some crucial assumptions for human labor in the knowledge society while alluding to the role of the “Refounding of the school”. The new forms of labor at the level of current education implies the search for alternatives (draft class and school curriculum, content and methods as a means and methods as a means and not as a purpose and the role of the teacher as a “mediator” of learning) so as to empower future citizens and workers to the new knowledge and information society.
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Language
por
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