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Uma mudança coerente no ensino superior: a ferramenta processo pedagógico
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Advisor(s)
Abstract(s)
Afirmar-se a permanência da mudança passou a ser banalidade. Mas é real. O pior é que, frequentemente, não passa de um pretexto para deixar tudo na mesma. Hoje, não há resposta para muitos dos problemas que se colocam mas, paradoxalmente, não se rentabiliza o conhecimento e os meios disponíveis. É necessário que o ensino superior esteja na vanguarda de uma mudança coerente sendo, por isso, essencial “jogar” de forma articulada “em vários tabuleiros” em simultâneo. Neste trabalho analisamos algumas das disfuncionalidades do actual sistema e equacionamos possibilidades de operacionalização da mudança ao nível do acesso ao ensino superior, das estruturas organizacionais, da investigação, da avaliação e debruçamo-nos, mais em pormenor, sobre a estrutura das aulas, pois é necessário deixar de ter uma formação centrada, fundamentalmente, no ensino, para passar a ter uma maior preocupação com a aprendizagem. No fundo, passar da reprodução para a produção. Não basta, por isso, fazer acertos pontuais, introduzir novos conteúdos e matérias, utilizar umas tecnologias, fazer uns regulamentos e normas. É necessário a mudança do quadro de referência. Defendemos, assim, uma mudança de lógica, ou seja, uma mudança de paradigma, no sentido que lhe dá Thomas Kuhn.
Be stated permanence of change has become commonplace. But it is real. What's worse is that often is no more than a pretext to leave everything the same. Today, there is no answer to many of the problems that arise but, paradoxically, the knowledge and resources available are not used toward to make real the change. It is necessary that higher education be at the forefront of a coherent change and is therefore essential "play" in an articulated way "in several trays" simultaneously. We examined some of the dysfunctions of the current system and we make the evaluation of the possibilities for conducting change concerning to access to higher education, organizational structures, research, evaluation, and we look more in detail about the structure of classes, for it is necessary to leave to have a training focused primarily on education to go on to have a greater concern with learning. In other words, move from repetition to the production. And that is why, that do not just make piecemeal amendments, introducing new content and issues, using some technologies, do rules and standards. Changing the frame of reference is required. Thus, we advocate a change of logic, i.e., a paradigm shift in the sense that Thomas Kuhn gives.
Be stated permanence of change has become commonplace. But it is real. What's worse is that often is no more than a pretext to leave everything the same. Today, there is no answer to many of the problems that arise but, paradoxically, the knowledge and resources available are not used toward to make real the change. It is necessary that higher education be at the forefront of a coherent change and is therefore essential "play" in an articulated way "in several trays" simultaneously. We examined some of the dysfunctions of the current system and we make the evaluation of the possibilities for conducting change concerning to access to higher education, organizational structures, research, evaluation, and we look more in detail about the structure of classes, for it is necessary to leave to have a training focused primarily on education to go on to have a greater concern with learning. In other words, move from repetition to the production. And that is why, that do not just make piecemeal amendments, introducing new content and issues, using some technologies, do rules and standards. Changing the frame of reference is required. Thus, we advocate a change of logic, i.e., a paradigm shift in the sense that Thomas Kuhn gives.
Description
Keywords
Ensino Superior Mudança Processo pedagógico Higher education Change Pedagogical process . Faculdade de Ciências Sociais
Citation
Lopes, H., Prudente, J., Vicente, A., & Fernando, C. (2014). Uma mudança coerente no ensino superior: a ferramenta processo pedagógico. Revista da Sociedade Científica de Pedagogia do Desporto, 1(5), 55-60.
Publisher
Sociedade Científica de Pedagogia do Desporto