SCHOOL DISPLACEMENT: LEARNING OUTSIDE BORDERS

摘要

This text explores the extent to which classrooms are being transformed as a consequence of learning changing paradigms. Its borders are here considered, in order to open the dialogue on the future of formal education and the scenarios that may (not) be intentionally designed to preserve and revive cultures. Current policies are briefly identified to understand what is still driving the decisions on the Education field. All this context gives support to the presentation of a framework - the ik-Model - that has Pedagogy as its central axis. It is displayed as an approach that enables the iterative reasoning and acting towards wider and deeper learning opportunities, fuelled by an inspiring and contextualized look upon peoples' needs and wills, cultures and roots, globalisation, networks, and displacement. Throughout the presentation, some examples will be shared regarding the potential of the framework to help designing learning scenarios based on mastery, participation and collective signification. A case study from Bolivia is briefly presented to question the learning age grouping and how the challenges of breaking age barriers to learning may be intentionally revised using the ik-Model. From Jordan, we learn how to blend different learning resources and how teachers and students roles are naturally reconceived in a scenario where they have the opportunity to master their actions and profoundly develop their accountability. In this example, present and future perspectives mix, as well as real and virtual worlds to foster girls and women empowerment. In Portugal we understand the power of role-taking when it comes to integrate the new and how contexts of learning and applying content may not be conceived as static ones. In the conclusion, learning (dis)placement is explored considering the messages from the examples described before, where narratives and learning stories are assumed as the most wanted outcomes from meaning.