The technological revolution began in the late fifties of the last century, and it has worked to modify various areas of society and human life itself. Inventions such as the personal computer and microchips are so integrated into everyday life today that it is difficult to imagine how people could live without these items.
In this scenario, after decades of digital innovations that have brought about countless transformations, how can we explain that the educational system has not yet fundamentally changed?
Brothers Luciano Mira (Associate Professor of Psychology at the Federal University of Pernambuco and Coordinator of Science and Innovation at Joy Street, an edu-tech company) and Silvio Mira (Exceptional Professor at César School and a reference in the areas of digital transformation and innovation in education), this question to the center of the debate that Last Thursday (12), during Bett Brasil 2022, the largest education and technology event in Latin America was held.
The environment “Digital “
They took part in the panel “Innovation and Future Strategies for Education”, where Silvio explained the theory behind the concept of the “phygital” world, which he himself created in 2020. “We live in a society in transition: not from physical to digital, but from physical to physical The same – is reinforced, empowered and expanded by digital, which is expressed through social communication in almost real time, that is, the time of the people, not the time of the systems”, explains Silvio.
Thus, a “phygital” is a hybrid environment in which the real and virtual worlds come together to favor interactions, using the best developments in the digital space to enhance social relations – which, after all, occur in the physical space. “We will not quench our thirst by downloading. We still need water,” provokes Silvio.
And in this new environment proposed by the teacher, the proposal to solve highly complex, intrinsically social, and large systems – such as education – is to reduce bureaucracy. “It is possible to reduce systems and hide the necessary complexities. There are necessarily complex systems in parts of their structures and processes “, he analyzes.
However, bureaucracy, as it currently stands, encourages the creation of a more complex and less simple process. “In a bureaucracy, it is always easier to create a new problem than to solve an existing one. Bureaucracies are of course like that and education is the bureaucracy of learning,” the teacher decides.
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And this is the problem, in my opinion, that the long revolution in information and communication technologies in the field of education has not solved. And that won’t happen.”
The Three Cracks of Teaching the Future
Silvio highlights that there are at least three fissures in the educational field that will occur in the coming years, through which education can be changed.
The first is in the field of training. Undergraduate courses will be affected, especially in the way they are organized.
This change is disruptive, including the way professionals will be trained. The future will require the development of skills and capabilities that make people able to navigate across different networked environments and”fig”.
The second rupture that I highlight is the process of transition from the physical to the so-called “DigitalSilvio argues that this change must happen “simply because the world is around us.”digital ‘ And there will be no going back.” And he used the Bett Brasil event itself as an example: “As much as we are here today, [estamos] In a completely non-physical physical environment [porque] It will last digitally and socially for weeks, months, or possibly years.”
Finally, he highlighted the recent split that focused on the business model in education. The educator pointed out that the current system is not economical. “It is not sustainable in any society, if we try to do it [um ensino] of real quality, even in the richest societies.” He points out that if the goal is to generalize and ensure real learning opportunities, there will be a need to change the paradigm from high to low cost.
“There is an almost universal assumption that the best way to learn is to sit in class and then bring the facts back to the exams. This works for us to train test takers, but that is not how people learn,” Silvio comments. “If we can tackle these disorders – whether we like it or not, it will happen around us in the next several years – we will have a real opportunity to open up the education system for people to learn in a different way,” he concludes.
The future in social relations
“My vision for the future is based on the centrality of emotional and intellectual relationships,” says Luciano Mera. Looking to the future, what the educator sees is the promotion of emotional and cognitive relationships within school settings. In other words, an attempt to nurture social intelligence among the various actors in the school community.
What Luciano highlights is experience – the meaning of life – as a very important role for educating the future. And in this context, technology plays an important, but not a central role.
According to Muallem, digital transformations will occur, however, supported by new cultural practices and new forms of relationships. These are, yes, backed by technology.
“This digital transformation, for example, is based on starting to ask different questions,” Luciano says. For him, it is common that when thinking about the educational process, questions revolve around how digital technologies can improve the performance of teachers, when the ideal situation is to reverse this logic and to ask how to help teachers achieve their innovative purposes using digital technologies. .
Luciano asserts that “digital transformation is not an acquisition and does not necessarily depend on the installation of a technological system, but rather on a cultural construct.”
In addition to monitoring content, the key to educating the future, Luciano Meira Stakes, is also to foster new skills such as problem solving, knowledge of new media and the aforementioned social intelligence.