De que Falamos Quando Falamos de Tempo Pós-Pandemia na Educação Escolar?
Reflexões sobre a Plasticidade Temporal da Educação Escolar Pós-Pandemia
DOI:
https://doi.org/10.25749/sis.27403Palavras-chave:
algoritmos, escola pós-pandemia, tarefização, acidente, plasticidadeResumo
Este artigo reflete sobre a condição escolar no período pós-pandemia e especula sobre as características temporais da educação, com base num estudo escolar empírico. Considerando a pandemia como um acidente, na visão de Malabou (2012), e adotando a perspetiva cronológica enquanto dispositivo metodológico para identificar as características das escolas no período pós-pandemia, este artigo baseia-se num estudo etnográfico de uma escola que adota a política BYOD (“bring your own device” – traz o teu próprio dispositivo). O artigo identifica três ruturas diferentes na condição escolar pós-pandémica, nomeadamente na rutura que decorre do uso de padrões algorítmicos (Miyazaki, 2012), na infraescolização e na tarefização das práticas de sala de aula (Alirezabeigi, 2021). Mostrando como as práticas de sala de aula se organizam em torno de dispositivos, estudantes e professores, este artigo discute as reconfigurações espaciotemporais das escolas e a centralidade das tarefas para a educação pós-pandémica. Com base nestas ruturas e no conceito de plasticidade, conclui-se que a condição no período pós-pandemia pode ser descrita como uma estabilidade plástica após o tempo da pandemia.
Downloads
Referências
Adam, B. (1998). Timescapes of Modernity. The Environment and Invisible Hazards. London: Routledge.
Adam, B. (2004). Time (Polity Key). Cambridge: Polity Press.
Adam, B. (2006). Time. Theory, Culture & Society, 23(2–3), 119-126. doi: 10.1177/0263276406063779
Adam, B., Edwards, E. R., Hockey, J., Thompson, P., & Rosalind Edwards, E. (2008). Researching Lives Through Time: Time, Generation and Life Stories. Leeds: University of Leeds.
Adams, C. (2016). Programming the Gesture of Writing: On the Algorithmic Paratexts of the Digital. Educational Theory, 66(4), 479-497. doi: 10.1111/edth.12184
Alirezabeigi, S., Masschelein, J., & Decuypere, M. (2020a). Investigating digital doings through breakdowns: a sociomaterial ethnography of a Bring Your Own Device school. Learning, Media and Technology, 45(2), 193-207. doi: 10.1080/17439884.2020.1727501
Alirezabeigi, S., Masschelein, J., & Decuypere, M. (2020b). The agencement of taskification: On new forms of reading and writing in BYOD schools. Educational Philosophy and Theory, 52(14), 1514-1525. doi: 10.1080/00131857.2020.1716335
Alirezabeigi, S., Masschelein, J., & Decuypere, M. (2022). The timescape of school tasks: towards algorhythmic patterns of on-screen tasks. Critical Studies in Education. doi: 10.1080/17508487.2021.2009532
Bhatt, I. (2017). Assignments as controversies: Digital literacy and writing in classroom practice. New York: Routledge. doi: 10.4324/9781315644509
Berry, D. (2016). Infrasommatization. Retrieved March 28, 2022, from: http://stunlaw.blogspot.com/2016/12/infrasomatization.html
Citton, Y. (2017). The Ecology of Attention. Cambridge: Polity Press.
de la Bellacasa, M. P. (2017). Matters of care: Speculative ethics in more than human worlds. Critical Studies of Contemporary Biosciences, 38(4), 453-455. doi: 10.1080/14636778.2019.1586527
Flemish Ministry of Education. (2022). Digisprong. Vlaams Ministerie van Onderwijs en Vorming. Retrieved November 20, 2022, from: https://onderwijs.vlaanderen.be/nl/directies-en-administraties/organisatie-en-beheer/ict/digisprong
Goodyear, P., & Carvalho, L. (2013). The analysis of complex learning environments. In R. Sharpe & H. Beetham (Eds.), Rethinking Pedagogy for a digital age (pp. 49-63). New York: Routledge.
Grek, S., & Landri, P. (2021). Editorial: Education in Europe and the COVID-19 Pandemic. European Educational Research Journal, 20(4), 393–402. doi: 10.1177/14749041211024781
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause Review. Retrieved from: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Hogstad, K. H. (2020). Towards a Plastic Starting Point: Rethinking Ethical-Political Education with Catherine Malabou. In T. Strand (Ed.), Rethinking Ethical-Political Education (Vol. 16, pp. 153-166). New York: Springer.
Hogstad, K. H. (2021). Plasticity and education. Educational Philosophy and Theory, 53(10), 980-983. doi: 10.1080/00131857.2021.1938544
Johri, A. (2011). Sociomaterial bricolage: The creation of location-spanning work practices by global software developers. Information and Software Technology, 53(9), 955-968 doi: 10.1016/j.infsof.2011.01.014
Ladson-Billings, G. (2021). I’m Here for the Hard Re-Set: Post Pandemic Pedagogy to Preserve Our Culture. Equity & Excellence in Education, 54(1), 68-78. doi: 10.1080/10665684.2020.1863883
Latour, B. (2005). Reassembling the social: an introduction to actor-network-theory. Oxford: Oxford University Press.
Law, J., & Douglas, D. G. (2012). Technology and Heterogeneous Engineering: The Case of Portuguese Expansion. In W. E. Bijker, T. P. Hughes & T. Pinch (Eds.), The Social Construction of Technological Systems: New Directions in the Sociology and History of Technology (pp. 105-128). Cambridge: The MIT Press. Retrieved from: http://www.jstor.org/stable/j.ctt5vjrsq.12
Malabou, C. (2012). Ontology of the Accident: An Essay on Destructive Plasticity. Cambridge: Polity.
Miyazaki, S. (2012). Algorhythmics: Understanding Micro-Temporality in Computational Cultures. Computational Culture, 1(2), 1-22.
Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(72). doi: 10.1007/s41062-020-00326-7
Oral, S. B. (2021). What does it mean to be a ‘subject’? Malabou’s plasticity and going beyond the question of the inhuman, posthuman, and nonhuman. Educational Philosophy and Theory, 53(10), 998-1010. doi: 10.1080/00131857.2019.1707654
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education. Postdigital Science and Education, 3, 715-742. doi: 10.1007/s42438-021-00249-1
Romero-Hall, E., & Jaramillo Cherrez, N. (2022). Teaching in times of disruption: Faculty digital literacy in higher education during the COVID-19 pandemic. Innovations in Education and Teaching International. doi: 10.1080/14703297.2022.2030782
Roy, A. (2020, April 3). The pandemic is a portal. The Financial Times. Retrieved November 10, 2022, from: https://www.ft.com/content/10d8f5e8-74eb-11ea-95fe-fcd274e920ca
Saito, E. (2021). Collateral damage in education: implications for the time of COVID-19. Discourse: Studies in the Cultural Politics of Education, 44(1), 45-60. doi: 10.1080/01596306.2021.1953443
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2017). Left to their own devices: the everyday realities of one-to-one classrooms. Oxford Review of Education, 43(3), 289-310. doi: 10.1080/03054985.2017.1305047
Sheail, P. (2017). The digital university and the shifting time–space of the campus. Learning, Media and Technology, 43(1), 56-69. doi: 10.1080/17439884.2017.1387139
Sørensen, E. (2009). The materiality of learning: Technology and knowledge in educational practice. Cambridge: Cambridge University Press.
Sturm, S., & Turner, S. (2018). In the wake of the quake: Teaching the emergency. Educational Philosophy and Theory, 50(5), 519-527. doi: 10.1080/00131857.2017.1384724
Takayama, K. (2020). Japanese nightingales (uguisu) and the ‘margins’ of learning: rethinking the futurity of university education in the post-pandemic epoch. Higher Education Research & Development, 39(7), 1342-1345. doi: 10.1080/07294360.2020.1824208
Vaughan, D. (2016). The Challenger Launch Decision. The University of Chicago Press.
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. doi: 10.1080/17439884.2020.1761641
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2023 Sisyphus – Revista de Educação
Este trabalho encontra-se publicado com a Creative Commons Atribuição-NãoComercial 4.0.
O Copyright (c) pertence à Sisyphus – Journal of Education. No entanto, encorajamos que os artigos publicados na revista sejam publicados noutros lugares, desde que seja solicitada a autorização da Sisyphus e os autores integrem a nossa citação de fonte original e um link para o nosso site.
Política de auto-arquivo
É permitido aos autores o auto-arquivo da versão final publicada dos seus artigos em repositórios institucionais, temáticos ou páginas web pessoais e institucionais.
Subscritor DORA
O Instituto de Educação da Universidade de Lisboa, editor da Sisyphus, é um dos subscritores da Declaração de São Francisco sobre Avaliação da Investigação (DORA).
