1. Introduction
We understand that to make a proposal for education today it is extremely important to define the context in which it will operate, so that it is as appropriate as possible to that reality. The reading of this context arises from its direct observation that has been clearly expressed by authors such as Delors, Müller, Rojas.
Thus we find a current scenario in which there is a planetary interdependence due to the opening of economic frontiers, the validity of free trade theories and the new information technologies. This implies finding a truly global approach to problems that encompass the economic, scientific, cultural and political spheres.
The world population has increased, a growth that is observed much more in developing countries than in industrialized countries, influencing styles and standards of living and the pressure that is exerted on educational systems.
The first field to globalize was the economy, affecting industrial and commercial activities that produce conjunctural interdependence. It becomes necessary to reclassify developing countries into various categories (thus, for example, they will no longer remain as simple developing countries Argentina, Morocco or Ecuador). Likewise, the scientific and technological networks participating in this globalization - added to certain criminal activities - have generated a pronounced knowledge gap, distancing the poorest countries.
The transmissions of information and knowledge have acted as accelerators of this globalization, to the detriment of those sites that lack electricity or a telephone network or for those with restricted access because they are expensive resources. Then, the cultural industries are concentrated in few countries, eroding cultural specificities. We detect and warn of the important role that education should play in this case.
In this global interrelation there are great disparities between the different nations that have a specific impact, and among other fields, on the environment and educational systems. We also raise another problem that transpires in the multiplicity of languages.
Our world is subject to many risks, to uncertainties that add to the inability to glimpse the future. Simultaneously, there are tensions between the local and the global, due to the disparity between rich and poor countries, due to uneven development, due to the inconsiderate use of natural resources, among other imbalances. Evolution operates towards globalization and towards the search for multiple particular roots.
As for contemporary society, people who operate in this context have a new way of thinking, living and learning, and it has become known as postmodern culture.
This new culture manifests its characteristics strongly and in many ways as opposed to the modern one: skepticism, disenchantment, exacerbated individualistic positions, decommitment, flood of images, sounds and messages, permissiveness, materialism, hedonism, consumerism, relativism, frivolity, amorality. Today we are talking about the light man, a cool new man, who has his own psychological profile.
2. Proposals by various authors
This problem has led various authors to develop proposals.
We will do a simulation in which there is a society that tries to advance (educators - with a greater sense of responsibility - and subjects) and finds a great traffic light. This society in this case is represented by the members of the work team and the different colors of lights indicate:
Red: perhaps the characterization of the problem from the point of view of the author who makes the proposal, which forces us to stop because the limit has been reached, which paralyzes us, calling us to reflection and, in turn, driving us to new horizons. It implies respect. They may also be aspects of the author's proposal that we do not share, after reaching a consensus by group.
Yellow: it is the alert light, a bit that transition from the worst (the red one) towards what free transit indicates (green) –and vice versa-, it represents the alert in the face of danger, the precaution. Also that characterization or suggested suggestion that does not convince us.
Green: the points shared according to the proposal of each author and after our debate, our reflection, consideration and agreement. What we understand enables us to move freely, according to a globally accepted sign. What is good according to a global recognition and that allows us to move forward.
BARILKO, J. The educational revolution.
- What world do we live in? In a crowded world where uniformity is overwhelming. Canned news to canned brains. It's time to change the outline: We want education to be fun and it really isn't. That is the reality: all efforts to make us clowns smiling and understanding in class are futile. From the "authoritarianism" of before to the "authoritarianism" of today: The authoritarian of today is invisible and is not a person, he is a system, he is nobody who wants to be nobody. We learned to pronounce beautiful phrases but the ideas were degraded. Reality and sketch: We want reality to resemble the sketch and it must be the other way around, we must adapt the sketch to reality. The heart of the problem is seeing reality, accepting it, and then making a fitness sketch to modify the bad and keep the good. Another thing that we must understand and accept is that the crisis is inside, it never comes from outside. Who is the school for?: Some survived this training system and are excellent professionals. School is not for them, they are a select few. The school must be for the majority that requires external support to awaken and guide them, with whom this model has failed. Thesis of the Revolution
- To rebel against the system you have to know the memory system.
- Teachers are to teach and must be well paid and up to date.
- If the student does not study she will never learn anything.
- Learning is a product of the 2 previous factors.
- The family must support this project of respect for the school and teachers.
- Politicians must provide the necessary elements for this project, period! Syrup Theory
- The 20th century made the great mistake of believing that we would educate only by way of taste. And she was wrong.
- The school has become a happy supermarket, but it does not sell anything. Then you have to take the syrup even if it is not pleasant, because it is what the child's health demands.
- In addition, children's preferences are influenced by advertising and the mass media, so we have the great problem of dissolved identity. Young Mind Theory
- Only learn the young mind that is not cluttered with knowledge.
- Learning does not accumulate knowledge. To learn is to grow, to live the new in quality again. The only sure thing is uncertainty: Experts predict that unemployment and hunger will grow, it is impossible to predict what will become of our western civilization in 20 years. Then it is impossible to prepare the child for a certain series of conditions. We must train it to make full and rapid use of all its capabilities in any prevailing condition. And how is it done? what do we have to do? Desperate parents ask. There's nothing to do. Just take care that children do what they should do, their homework, what was previously called "homework". And take care of them, because love is taken care of. That they do not fail, that they do not fail, that they do not take materials and even less accept their defenses at the expense of the bored teacher or the matter that is fatal or the school that is a lead. To achieve freedom you have to cross the Andes. Crossing the Andes is a lead.
ETCHERVERRY, GUILLERMO J. The educational tragedy.
- Back to the teaching of Latin: This is not the only way to instill logical reasoning in young people, that's what mathematics is for. Without going to the utilitarian, if you have to be practical. If the school does not get the students to learn Spanish, why open up another battle front with Latin. The contempt of information: Knowing what is happening in the world and especially in our country is essential. What must be achieved is that this information is approached with a critical sense, to give each message the hierarchy that corresponds to it. This with a clear awareness that information is not knowledge, but may be a good motivation for some topics. Banish computing from schools: What you have to do is give it the appropriate place as a tool and not as an end. What does need to be banished are the practices that replace reflective work, such as cutting and pasting. There are subjects in which computing can be of great help. Back to memorizations: The same consideration applies here as for computing. It should be a means and not an end in itself, because there is a risk of taking the greatest efforts of the students, instead of dedicating them to more reflective tasks. Leaving specialization and the utilitarian school aside: Specialization today makes no sense given the dizzying technological advance. What needs to be formed with people with wide range of vision and easily adaptable to changes. Back to the written word: Today the image tends to replace the written word. These are symbols and managing them is what gives us the capacity for abstraction. Seeing an image is a simple perception. Reading a book requires intellectual effort. The ability to read and understand is the most basic of human skills. Rank the role of the teacher: Return to respect for the educator and culture in general. The student-teacher relationship is not egalitarian, nor is the school a democratically organized organization, it necessarily has a hierarchical order.
Ministry of Culture and Education, Argentine Republic. Teach to think at school
- Teaching / learning process only at the content level, without advancing to the problem solving level
Teaching is more concerned with the mechanical retention of information than with creative use and the possibility of transferring what has been learned to new learning contexts. Furthermore, teachers are concerned with the trivial search for information and attribute the low performance of their students to their lack of innate capacity, devaluing effort as a source to overcome difficulties. As a consequence, students possess fragile, inert, naive, and ritual knowledge coupled with poor thinking. Finally, there is little connection between school and daily life, that is, what you want students to learn is not taught.Teaching / learning process that does not privilege the diversity of intelligences of students
Tends to privilege logical, mathematical and linguistic intelligence over other ways of relating to knowledge, such as the artistic, the experiential or the experimental. Teaching for understanding
Understanding means being able to go beyond what has been learned, operating with knowledge in new situations to solve problems.
In this way, the teacher must follow 3 principles when teaching:
a. guarantee, through different strategies, that the information circulating in class is accurate
b. it must give spaces for exercise not mechanically, but favoring reflection, complexity and deepening of the task according to the rhythms of each student
c. It must help students think through re-questions, promoting an active role for them in the construction of their learning -this latter generates strong motivation in students, a key aspect to better learning-. Teach with multiple intelligences in mind
Not everyone learns in the same way, so it is necessary that the didactic proposal contemplates a variety of access routes to knowledge. Unlike traditional conceptions, for Gardner there are at least 7 intelligences - logical / mathematical, linguistic, musical, spatial, kinetic / corporal, interpersonal and intrapersonal - and each of them represents a specific ability to solve problems.
In this way, Gardner proposes as a metaphor to imagine a room with at least 5 doors to access it. Thus, one could think of different students who use different access routes to knowledge - narrative, logical, mathematical, foundational, aesthetic and experimental access. In short, all students should learn the same thing but through different paths.
MORDUCHOWICZ, ROXANA. The cultural capital of young people
- Red
-The problem is if the school is not only capable of teaching reading books, but also TV news, newspapers, video clips.
-Zap is the most evident manifestation of a new style of perceptual behavior that is increasingly fragmentary.
-Children learn from the media, even without realizing it, they resort to a vocabulary and syntactic form attributable to TV
-In Argentina, access to culture allows people to exercise other rights, make decisions and act in society.
-It is necessary to start from where young people are and not from where the school thinks it is, and society often seems to refuse to listen to them.
- Yellow
-The school and the popular culture seem to be in different worlds, it is as if they had different logics and yet they maintain many differences.
-The first challenge of the school is to integrate the plurality of scriptures and cultures.
-The school has a strategic value for the most economically differentiated sectors of society.
- Green
-Close up both universes and enhance them.
-The right to culture allows people to exercise all the rights and obligations that society demands.
-proposals and programs that try to link media and school (journalists for a day, school, camera,… action, radio moment, the school does TV)
UNESCO. DELORS, J. The four pillars of education.
- Red
Indicated in the introduction of this work
- Green
A structured teaching system will be successful if it is based on a balance between the following four pillars:
1. Learn to know: specialization should not exclude the general culture. In the first place, it means learning to learn, exercising attention, memory and thought. Basic education is successful if it provides the drive and the foundation that will allow you to continue learning throughout your life.
2. Learning to do: linked to professional training. The future of the economy of this century - in which human labor has been replaced by machines - is contingent on its ability to transform the progress of knowledge, innovations that generate new jobs and companies. The learning must evolve and can not be considered as mere transmission of more or less routine practices. Increase the levels of qualification through the specific competences, combine the qualification itself, social behavior, the aptitude to work in a team, the capacity for initiative and to take risks, added to the personal commitment of the worker
3. Learn to live together. Learn to live with others. Conceive an education that allows avoiding conflicts or solving them peacefully, promoting knowledge of others, their cultures and spirituality. In the face of so much ruthless competition, establishing a context of equality and formulating common goals and projects, prejudice and hostility can lead to more serene cooperation, even friendship. Promote empathic aptitude in schools. It becomes necessary in school education to set aside time for cooperative projects and participation in social activities.
4. Learn to be. Education must contribute to the global development of each person: body and mind, intelligence, sensitivity, aesthetic sense, individual responsibility, spirituality, endow with autonomous and critical thinking and the elaboration of their own judgment. Confer, through education, the freedom of thought necessary in every human being, of judgment, feeling and imagination. Tend to imagination and creativity.
3. Conclusions
We understand the description made of the socio-cultural-historical context as highly appropriate, objective, that reliably reflects our reality and motivates us towards action-oriented. Orientation that tends to reduce or eliminate the serious consequences that would emerge from continuing in this dynamic without generating actions that imply changes.
Asimismo, debemos considerar que el destinatario y causante de las propuestas educativas es el propio hombre, con sus caracterizaciones pero no como un ser perfectamente determinado, sino que va elaborando su destino. Un ser libre pero que a través de la educación se podrá hacer más libre. Por ello, la gran responsabilidad de los Educadores. También advertimos que muchos padres de hoy han descuidado diversos aspectos de la crianza de sus hijos y entre ellos se han desligado de aquella función primordial de educar a los mismos. Pero vamos más allá, también comprende la transmisión de valores.
As the presentation of this work is structured, we have been pointing out the most positive aspects of the proposals made by these renowned authors. It is clear from the analysis of the same that each one emphasizes some variables more than others, but none of them offers the total solution, although this is reasonable due to the complexity of the topic addressed in its entirety. Sometimes in that defense of posture the suggestion is extreme.
In many cases we also see them as very theoretical or do not clearly perceive how to implement them or put them into practice. The most philosophical is that of UNESCO. We also assume that we are in a learning process and there are subjects that we have not yet studied and that would surely help and complement this interpretation.
However, it has caused us broad satisfaction and why not surprise, the news published on Thursday, April 21, cte. in Diario Uno, "They launch seven contests to link schools and the media." We were able to interpret and identify fully that this plan of the Nation brought to the provinces, which seeks to bring children closer to reading, writing, research, and communication technologies, faithfully accepts - even in its terminology - the proposal that emerged from "capital youth culture ”by Roxana Morduchowicz. It was also valid to bring closer that theory-practice relationship, about which there seems to be a certain prejudice.
We agree that it is very important to transmit to the students the objectives that are intended in the teaching-learning processes, considering them stimulating or motivating. As Perkins - Gardner well point out, one must aim at the pedagogy of understanding and not knowledge by knowledge itself.
A little, the characteristic of our group is that we are too technical for our professional training and we consider some proposals to be very general, without glimpsing the concrete application to our areas. We say that if a proposal can really be suggested, since it is broad, we must assume that it may have more validity in certain areas of the teaching-learning process according to the specific area of knowledge in which it applies, and not for that reason cease to be valid. The power of the image in this century seems remarkable to us, and in relation to the above, it would have, for example, very good effects in the teaching of history.
The debate also led us to consider how to make certain positions that we have indicated as “green” compatible because they understand that they make the quality of educational management with policies or pressures that we sometimes notice in our experience as teachers, such as minimizing the levels of repetition, evaluation modalities, time distribution.
Bibliography
1. Material prepared by the Theory of Education, Faculty of Philosophy and Letters, UNCuyo, Mendoza.
