No abstract

Like any science education, in its more general conception, demands to agree principles, on the one hand, guiding a pedagogy that aims at the proactive child and conscious thinkers, on the other hand, buoyed by a culture of values that aim at a solidarity intergenerational citizenship, where there is no child's world but this one belongs to him by right. These principles are fundamental, in an apparent paradox, when we report to the knowledge society in vertiginous change. It is important, therefore, to conceptualize the issue of "society change versus educational change" (today's children, technological, parents, without educational references, educators, updated reflection, schools, with educational principles). The support of change is rebuilt in an educational proposal in which echoes of sciences such as philosophy, sociology, psychology and neuroscience are felt.

The twenty-first century constantly surprises us with vertiginous and persistent changes, from the habits of leisure time, to the means of work or study, as well as in the way we communicate. This study intends to contribute to a better understanding of contemporary education as a new paradigm of education in the twenty-first century, as well as the new morphology of school communication. For this, in the mixed research, with a sample of 338 individuals, random sample in a universe of northern Portugal in twelve districts and divided into two large groups the digital natives (subdivided into three age groups in relation to the Portuguese educational system) and the digital immigrants (subdivided into two groups the adults of working age and those over 65), using a semi-structured interview. We felt the need to characterize the technological behavior of the different generations and to understand how they result, in life changes, of society in this digital age, as an instantaneous and liquid structure, with impulse placed on the dynamics of transformations in education. In the struggle to unblame what we know as the concept of technological determinism, responsible for the transformations that have taken place in the family theater and changes in light of societal transformations, primarily in the school, we soften a pessimistic view where children, young people, adults, and the elderly reveal

Este trabalho defende a tese de que a formação de neuroeducadores constitui uma resposta de profissionais sociais, como os educadores sociais, à primeira infância. Considerando os desafios da contemporaneidade, é requerida uma crescente adaptabilidade, que pode questionar o comprometimento de carreira e a ética profissional. Apresenta-se o perfil social como unificador de uma variedade de formações de base necessárias à resposta na primeira infância. Propõe-se uma formação altamente especializada de neuroeducadores, promotores do cuidado, da educação e da intervenção na primeira infância, privilegiando o conhecimento científico das Neurociências, como uma oportunidade na sociedade atual.

Since the beginning of the 21st century, the need for a unique and singular response to children and childhood has been acknowledged. Until then, the sociocultural context was ruled by an adult centered perspective, with the adult’s inability to adopt the child’s perspective. Contemporaneity has accentuated this fact with the society of knowledge and the spread of IKTs, including the children’s role of “digital natives”. The generational gap confronts parents/caregivers, early childhood teachers, childhood professionals and community general face the competent and entitled child. The challenge involves qualified educators, specific educational guidelines and contexts dedicated to children aged 0 to 3, true “childhood places”. Through the position paper methodology, this article intends to support the position that this is the ideal conjuncture for the “emergence” of a new, reinvigorated and inclusive “Educational System”, one that embraces, considers and highlights the CRÈCHE.