Proposals for Teacher Training in the Face of the Challenge …
557
richness of knowledges present in a group of learners and that can be put into
service of such group (educators and learners);
(l) collective intelligence—considering at the same time individual learning and
access to collective intelligence in a collaborative way through generative dialogues;
(m) group dynamics—understanding the functioning of groups to facilitate coexistence and make the most of the learning opportunities emanating from the
diversity of situations that emerge from collective interaction;
(n) youth world—seeking to be attentive to the dynamics that involve the young
age group in order to better interact and potentialize their capacities;
(o) designer of learning environments—aiming at the transposition of the condition of “teacher” to the condition of designer of environments for mediation of
learning. Considering the need not to transmit preformatted knowledge, but to
contribute to the development of the students’ autonomy and creativity. This
aspect requires the educator to be creative in structuring learning situations
in diverse contexts, mixing theories, forged experiments to generate experiences—thinking about the concept of experience Josso (2010), which translates
into the reflection on a given experience—inside and outside the institutional
physical space.
The set of themes presented aims to bring some indicatives from the theoretical
framework of the transdisciplinary approach, considering that these can be understood within a formative proposal under different prisms, whether in terms of contents, cross-cutting themes, guiding principles, methodologies, among others.
It should be stressed that the methodological proposal should allow the teacher in
the training process to try out the ‘transdisciplinary methodology’.
4 Conclusion
In view of the above, it is argued that the most adequate educational perspective to
achieve success in the collective undertaking of planetary metamorphosis, to which
we are called as a species, will be the one capable of promoting transformative
learning in individuals and collective individuals. That is, capable of transforming
premises, values and beliefs. That is, a perspective capable of altering the frames
of reference that are proving inadequate to planetary sustainability, considering that
planetary survival, in essence, depends on it, on the human capacity to perceive the
complexity of phenomena and to learn for the roots of attitudes and transform them
in a positive way. Thus, the conception of transdisciplinary education is presented
as a perspective that would allow to encompass several of the aspects listed in this
study.
But where and how to begin the metamorphosis in the face of the double-locking
paradox, as Morin (2006) reminds us? How to transform people without transforming
institutions, and how to transform institutions without transforming people?
557
richness of knowledges present in a group of learners and that can be put into
service of such group (educators and learners);
(l) collective intelligence—considering at the same time individual learning and
access to collective intelligence in a collaborative way through generative dialogues;
(m) group dynamics—understanding the functioning of groups to facilitate coexistence and make the most of the learning opportunities emanating from the
diversity of situations that emerge from collective interaction;
(n) youth world—seeking to be attentive to the dynamics that involve the young
age group in order to better interact and potentialize their capacities;
(o) designer of learning environments—aiming at the transposition of the condition of “teacher” to the condition of designer of environments for mediation of
learning. Considering the need not to transmit preformatted knowledge, but to
contribute to the development of the students’ autonomy and creativity. This
aspect requires the educator to be creative in structuring learning situations
in diverse contexts, mixing theories, forged experiments to generate experiences—thinking about the concept of experience Josso (2010), which translates
into the reflection on a given experience—inside and outside the institutional
physical space.
The set of themes presented aims to bring some indicatives from the theoretical
framework of the transdisciplinary approach, considering that these can be understood within a formative proposal under different prisms, whether in terms of contents, cross-cutting themes, guiding principles, methodologies, among others.
It should be stressed that the methodological proposal should allow the teacher in
the training process to try out the ‘transdisciplinary methodology’.
4 Conclusion
In view of the above, it is argued that the most adequate educational perspective to
achieve success in the collective undertaking of planetary metamorphosis, to which
we are called as a species, will be the one capable of promoting transformative
learning in individuals and collective individuals. That is, capable of transforming
premises, values and beliefs. That is, a perspective capable of altering the frames
of reference that are proving inadequate to planetary sustainability, considering that
planetary survival, in essence, depends on it, on the human capacity to perceive the
complexity of phenomena and to learn for the roots of attitudes and transform them
in a positive way. Thus, the conception of transdisciplinary education is presented
as a perspective that would allow to encompass several of the aspects listed in this
study.
But where and how to begin the metamorphosis in the face of the double-locking
paradox, as Morin (2006) reminds us? How to transform people without transforming
institutions, and how to transform institutions without transforming people?