A Sociedade Sem Escolas 50 Anos Depois

Revisitando Ivan Illich na Era da COVID-19

Autores

DOI:

https://doi.org/10.25749/sis.20833

Palavras-chave:

Ivan Illich, desescolarização, unschooling, COVID-19, redes de aprendizagem, democracia nas escolas

Resumo

Na era da COVID-19, governos de todo o mundo decidiram pelo encerramento das escolas para combater a proliferação do vírus. Estudantes, educadores e famílias tiveram, assim, de percorrer paisagens educativas até então inexploradas. Proliferaram modelos alternativos de atividades de ensino/aprendizagem. Neste contexto, revisitamos as ideias educativas de Illich, recorrendo à lente das mudanças provocadas pela pandemia. Prestamos especial atenção a quatro modelos que se concretizaram para além dos muros das escolas: educação a distância, ensino doméstico, microschooling (pandemic pods), e unschooling. Até que ponto estas alternativas podem constituir uma aproximação às propostas radicais de Illich de uma sociedade desescolarizada? Que propostas mais se aproximam da sua noção de redes de aprendizagem como espaços de convivencialidade? As escolas poderão ainda contribuir para a liberdade, igualdade e participação? Uma vez exploradas estas questões, concluímos que um projeto educativo emancipatório tem de concretizar duas condições em simultâneo: o desenvolvimento contínuo de experiências pedagógicas realizadas fora da escola, tais como as redes de aprendizagem cooperativas e outras atividades colaborativas; e perseverar nos processos de democratização das escolas e dos sistemas educativos.

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Biografias Autor

Tara Bartlett, Arizona State University, Estados Unidos da América

Is a doctoral student in Arizona State University’s Educational Policy and Evaluation program. Her research focuses on youth participatory governance, community development, and civics efficacy. Before pursuing a doctoral degree, Tara taught for fourteen years in public education middle school classrooms as an English and Social Studies teacher. The experience, coupled with the observed outcomes of civic programs in her classroom, led Tara to reimagine how K12 education can integrate participatory governance opportunities and better prepare youth to become political and civic changemakers within their own communities.

Daniel Schugurensky, Arizona State University, Estados Unidos da América

Is a Professor at Arizona State University, with joint appointments in the School of Public Affairs and the School of Social Transformation. He is also the Director of the Social Pedagogy Program. Among his recent books are Global citizenship education and teacher education: International perspectives (Routledge 2020), Social pedagogy and social education: Connecting traditions and innovations (Social Pedagogy Association 2018), By the people: Participatory democracy, civic engagement and citizenship education (Participatory Governance Initiative, 2015), Informal learning, volunteer work and social action (Sense 2013), Paulo Freire (Continuum 2011), and Learning citizenship by practicing democracy: International initiatives and perspectives (Cambridge Scholarly Press, 2010).

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Publicado

2020-10-30

Edição

Vol. 8 N.º 3 (2020): Velhos Mestres, Novas Interpretações: É Necessário Reconcetualizar a Emancipação?

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