Instruir, aprender ou comunicar: Reflexão sobre os fundamentos das opções pedagógicas perspetivadas a partir do ato de ensinar

Abstract

Este é um texto por meio do qual se visa abordar os projetos de educação escolar, do ponto de vista dos seus pressupostos e implicações pedagógicas, a partir de uma abordagem que encontra na noção de paradigma o instrumento de organização de uma tal reflexão. Trata-se de uma decisão que visa definir a escala deste empreendimento, através do qual se pretende refletir sobre as crenças e as conceções de caráter ontológico e epistemológico que fundamentam os diferentes tipos de opções subjacentes aos distintos modos de conceber o ato de ensinar, enquanto ato que, segundo Roldão (2009), permite identificar e caraterizar a atividade educativa, específica e singular, dos professores nas salas de aula. Neste trabalho, e de acordo com os pressupostos acabados de enunciar, partimos do princípio que o ato de ensinar pode ser captado, hoje, em função de três paradigmas: o paradigma pedagógico da instrução, o paradigma pedagógico da aprendizagem e o paradigma pedagógico da comunicação (TRINDADE & COSME, 2010). Três paradigmas que serão objeto de interpelação nesteartigo, na medida em que exprimem três modos distintos de pensar o que se entende por educar nas escolas e, concomitantemente, a relação entre docentes, alunos e o património de informações, instrumentos, procedimentos e atitudes que foram culturalmente validados e que são considerados necessários à vida de cada um nas sociedades em que vivemos.

Towards a democratic curriculum: the narrative paradigm to achieve a state of viscosity

“…This setting requires a deep reflection on the social mission of the school and the role of the curriculum in the transformation of education with a view to the co-construction of a more just, humanitarian and democratic society. This is "the factor that justifies the existence of schools, of any school, as spaces of cultural socialisation that are decisive in the world and in the societies in which we live, thus becoming an unavoidable reference of the work produced therein by teachers and students" (Trindade & Cosme, 2016, p. 1033. This is so because "education that prioritises deliberate, thoughtful engagement with knowledge helps to build epistemic, cognitive and reparative justice" (UNESCO, 2021, p. 65).…”

“…Indeed, in order to learn individuals need a relationship of confrontation with others, and such confrontation requires from us a cultural dialogue, also with others who "at that moment [are] more capable and experienced, whose function is not only to provide the conditions that are necessary for the realisation of learning, but also to offer those subjects the possibility of verifying the existence of objects of knowledge that may become, or not, the objects of reference of their learning" (Trindade & Cosme, 2016, p. 1049.…”

“…The consideration of the construction of educational projects takes into account the students' agency and the status of the so-called common cultural heritage, in an analysis that varies according to such beliefs and conceptions. While in the paradigm of instruction, it is understood that "heritage is an entity as nuclear as it is unquestionable" (Trindade & Cosme, 2016, p. 1044, in the learning paradigm there is a devaluation of the cultural dimension to the detriment of the development of cognitive and relational skills as factors that precede the appropriation of the decisive slice of the available cultural heritage. It is in this sense that the paradigm of communication acknowledges that such heritage is the result of a social construction that is aimed at responding to the challenges it has faced throughout its own history and, therefore, admits that human beings are not born culturally self-sufficient.…”

“…In this sense, it is key to understand how these internal critical elements are organised and how they relate to each other in each of the pedagogical paradigms, which will be discussed below. Recognizing that the concepts of teacher and teaching have been changing and looking for a relevant combination between personal, social, and professional learning (Estrela, 2023), narrative learning (Goodson, 2013) can be the approach to shape this curriculum under a communication paradigm (Trindade & Cosme, 2016).…”