Line 2
Pedagogical and intergenerational coexistence
Coordinators: Profa. Dra. Meire Cachioni and Profa. Dra. Eliza Mattosinho Bernardes and
Interpersonal relationships have undergone profound changes in recent decades, affecting all their manifestations in different areas of social interaction. Changes in the ways society is organised and in social relations, the expansion of social networks, increased access to information, and the consolidation of both individual and collective identities present schools with a new challenge: to review established modes of action and find new ways to redefine the relationships between those involved in the educational process. This is a highly relevant issue that directly impacts the purpose of schools in contemporary society. Interdisciplinary in nature, this theme is related to the school curriculum (according to the perspective investigated by line 5), considering the need for the integral development of students, no longer as an extension of time in school, but as a need to consider the affective, volitional, and cognitive dimensions of human formation. This concept is directly related to the understanding of pedagogical coexistence, defined as a central
dimension of the educational process. This description introduces two central elements that underpin the research carried out by line 2: school coexistence, which covers the relationships that occur at school, and pedagogical coexistence, which refers to the teaching and learning process. Considering that the renegotiation of the “social contract” that has sustained schools for decades is now taking place in a context marked by diversity and interaction between different generations, the
Associated researchers:
- Prof. Dra. Bernadete Angelina Gatti (FCC)
- Ana Karina Amorim Checchia (FE / USP)
- Ruth Caldeira de Melo (EACH/USP)
se concepts are becoming more complex. This forms the basis of the idea of intergenerational coexistence — a necessary approach for conceiving of a school that not only transmits content, but also educates individuals capable of building meaningful and transformative relationships in the present and for the future.
At the same time, another transformation is taking place: schools, which were previously accustomed to addressing traditional problems and methodologies, using teachers’ knowledge as their source and reference, are now faced with a series of contemporary challenges. Among these is digital culture. In addition to the vast array of indispensable technological tools (document drives, information and communication sharing networks, virtual and shared workspaces, social networks), which have profoundly transformed teaching, it has brought to the educational process the elements that constitute it as a culture: a language model, codified behaviours, and a wide range of technical knowledge mastered by students. As for teachers, in the face of this “new world”, those who are best adapted are still “digital immigrants”, according to the established term. This reversal of power and knowledge relations that precedes the teacher-student encounter and impacts the relationship established between them is another element that points to the need to revisit the entire structure of relations that underpin the work of the school. In higher education, the reality is almost indistinguishable from this picture and even contains some elements that aggravate the problem.
In this same set of references, a similar discussion can be used as a basis for discussing the process of platformisation in education. Sold as a necessity imposed by today’s digital culture, a step towards modernity, its implementation involves the actions of teachers belonging to different generations, and its effects generate changes that are sometimes considered advances and sometimes setbacks (as is the case discussed in line 5 regarding the standardisation and rigidity of curricula that should be co-constructed within each school). Thus, pedagogical and intergenerational coexistence does not only occur between individuals, but also between them and each other’s cultures, reinforcing the need to understand the pedagogical process in its entirety.
In this context, the school, as a promoter of coexistence and planned encounters between individuals of different generations, becomes an object of study, a privileged space for research at all levels of basic education (reducing the age difference between teachers and between teachers and students does not reduce the distance between cultures). These considerations can be transposed to higher education where, once again, the reality is almost indistinguishable from this picture.
Such challenges require the development of specific teaching strategies, tailored to the objectives to be achieved, based on a deep understanding of what coexistence is and how it is organised in all its dimensions at school. This is the research project for line 2.
Keywords: coexistence, subject, teaching processes, school, intergenerationality
Undergraduate and postgraduate students:
- Maria Paulina Berrido da
Silva / Bolsista Fapesp – Doutorado (PIEC / USP) - Sabrina Akemi Oura (PIEC / USP)
Scholarship teachers:
- Eloisa Cristina Gerolin – SEDUC / Bolsista Fapesp – EP4