¿La educación cambia? Repensando el sentido y finalidad de una escuela para todos

Abstract

Este artículo reflexiona sobre la función y sentido de la escuela actual. Analiza algunos enfoques aportados por instituciones y pedagogos importantes –UNESCO, Nussbaum, Perrenoud, Robinsson, Morin y Gardner–, abordando temas como la actual crisis educativa o cómo educar hoy. Desde el enfoque de capacidades enfatiza la necesidad de educar a la persona desde su contexto, dando un enfoque al currículo inclusivo. Además, plantea la importancia de una educación humanizadora, centrada en la realidad del alumnado, con un modelo que responda a lo que es capaz de desarrollar la escuela. Una educación basada en un modelo que da importancia a formar y no solo a instruir. El artículo presenta conclusiones sobre la práctica educativa que giran sobre: el rol docente, la relación maestro-alumno, el clima de aula, la atención a la diversidad o las metodologías; temas trasversales a tratar cuando se necesita dar un nuevo sentido al acto de educar.

In this article, the authors make a reflection on the function and meaning of current school. They analyze the approaches from the significant institutions and pedagogues –UNESCO, Nussbaum, Perrenoud, Robinsson, Morin and Gardner– focusing on the current educational crisis or how educating today. From a capabilities perspective, the authors, they emphasized on the need to educate the person from reality and its context, giving a new approach to educational curriculum from a more inclusive approach. Thus the authors suggest the importance of a humanist education focused on the reality of students, with an educational model that responds to the reality of what school is able to do. An education based on a model that gives importance to formation and not only to instruct. This article also presents conclusions about educational practice as the teacher’s role, the teacher-student relationship, the classroom atmosphere, attention to diversity or methodologies; transversal topics when you need to give new meaning to the act of educating.

In this article, the authors make a reflection on the function and meaning of current school. They analyze the approaches from the significant institutions and pedagogues –UNESCO, Nussbaum, Perrenoud, Robinsson, Morin and Gardner– focusing on the current educational crisis or how educating today. From a capabilities perspective, the authors, they emphasized on the need to educate the person from reality and its context, giving a new approach to educational curriculum from a more inclusive approach. Thus the authors suggest the importance of a humanist education focused on the reality of students, with an educational model that responds to the reality of what school is able to do. An education based on a model that gives importance to formation and not only to instruct. This article also presents conclusions about educational practice as the teacher’s role, the teacher-student relationship, the classroom atmosphere, attention to diversity or methodologies; transversal topics when you need to give new meaning to the act of educating.