Reinventar a escola: da transmissão passiva a uma experiência singular

Abstract

The intent of the current paper is to elucidate to what extent classrooms are needed in schools. Through a qualitative and bibliographic research, this study sought to reflect on the experience of Escola da Ponte, Portugal, and its influence on the schools organization changes, questioning traditional educational practices. Thus, the Portuguese educational pattern was analyzed, having as perspective the group of principles, rules and methodology that dissipated the traditional school standards. In this sense, it is understandable that the Portuguese school became what it is due to the daily reorganization that defends a plan for the educational training of students-citizens so that they become authors of their own destinies. So, it is understood that the school institution that does not have a project or that has it, but doesn’t preserve it from bureaucratic demands, is not proprietor of itself, for it tends to standardize convictions while damaging the profit of its society. It also examines in which aspect the recognition of each student is exclusive to the point that the curriculum management isaccomplishedin a personalized way, according to individual rhythm, and focus on the attitudes, skills and needs. This way, students canacknowledge the contents in its particular rhythm, take profit of personal freedom, perform their tasks and exercise their rights, all determined and together. The research evenshows the first school in São Paulo, EMEF Amorin Lima, which rejects the conventional classroomwaysand establishes largestudy places where children and teenagersof several ages, along with several educators, find original ways to deal with learning, establishrelationships, acquire decisionmakingand autonomy while expressing their commitmentwith thegroup. Thecourse of thestudy shows the resistance that goes along with schools, the paradoxesin discourse and theories that are spread but, at the same time, are incompatible with the current reality. These advocatethe case forEscola da Pontebybecominga democratic and emancipated project. It is concluded that it is possibletorecreate the paradigm of the school, transforming learningspaces into pleasurable and happy environmentswhere studentsare respected in their development process and the teacher recognizesthe details inthis process, taking into considerationthatthe teacher/studentrelationshipis the main foundationfor development.Finally, the philosophy of the project Fazer a Ponte leads to learningin citizenship