A ESCOLA NÃO ENSINA, NA ESCOLA SE APRENDE

Abstract

This essay is a brief report of the research that aimed to observe, know and investigate some pedagogical innovations underway, initially in Europe. We understand in the course of the investigation that it would be necessary to include the experiences in India and Brazil to identify possible convergences and inspirations for the public education teaching system in Brazil. For years we have been developing research on teaching, especially the learning relationships in education, possibilities that involve relationships in the school space that are different from those traditionally produced. We seek a new praxis that differentiates itself from school from the teacher teaches, the student learns relationship, that the place of learning is the classroom, where the teacher teaches, the student writes, the teacher evaluates and the student has to demonstrate that he has learned. For this purpose, several experiences were visited, some of them antiquated, in progress in Europe: Summerhill School, Brockwood Park School in England; The Portuguese Modern School Movement and the Escola da Ponte in Portugal; in India, the educational experience at Auroville and Barefoot College; in addition to some Brazilian experiences, to know and identify their methodologies, practices, and results. Thus, this essay aims to reflect on such innovations and their possible interfaces with Brazilian education, serving as a source of inspiration in a perspective of changes in educational practice in the country.