Ernesto Candeias Martins *

Este artigo pretende reflectir sobre as tendências educativas no cenário escolar actual. O autor interroga-se sobre a existência dessas tendências e/ou movimentos pedagógicos e do seu significado, intentando responder à pergunta; para onde caminha a educação/formação? Este questionamento leva-o a analisar as repercussões pedagógicas nos novos tempos e nos diversos espaços educativos. A emergência das tendências educativas intercepta-se com o novo sujeito histórico-pedagógico em três vectores:o primeiro vector constitui a conexão dos professores dinâmicos e preocupados com as necessidades e problemáticas das novas gerações, o que supõe a recuperação e o debate dialógico das ‘velhas e novas ideias’ e das propostas educativas; o segundo vector refere-se aos discursos e à sensibilidade pelo educar, pelo ensino, pela formação ou pela aprendizagem, isto é,pelas mudanças,contributos e investigações;e o último vector abrange a inovação e o desenvolvimento, a renovação dos movimentos pedagógicos, com expressões organizativas que geram debates à volta das alternativas democráticas do ensino, da missão e função social da escola, da gestão curricular e dos conteúdos pedagógicos, modos de ensinar e aprender nos novos públicos e novas profissões, novos cenários de aprendizagem, novos saberes e culturas, etc.

Palavras-chave: tendências pedagógicas, cenário escolar, função da escola, novas aprendizagens, públicos.

Educational Ideas and Trends in the School Scenery. Where we are and where are we going to?

This paper intends to make a contribution to the educational trends nowadays. The author questions the existence of these trends /and/ or pedagogical movements and their meanings trying to answer the question ‘What’s the actual path of education / training?’ It leads him to analyse the pedagogical issues of new timings in the several educational spaces. The emergency of educational tendencies is related with the new historical-pedagogical subject in three items: the first is connected to the dynamic and worried teachers in relation to the needs and problems of the new generations what gives floor to the dialogical debate of ‘old and new ideas’ and the educational proposals, the second refers to the different speeches and to the sensibility to educate, to teach and to train or to learn, i.e. the changes, contributions and research; and the last is related to innovation and development, the renewal of the pedagogical movements, with organizational expressions that lead to debates on the democratic alternatives to teaching, the mission and social role of school, the curricular management and the pedagogical contents ways of teaching and learning of the new publics and new jobs, new learning sceneries, new knowledge and cultures, and so on.

KeyWords: pedagogical trends, school scenery, school roles, new learning and publics

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* Instituto Politécnico de Castelo Branco, Escola Superior de Educação - ernesto@mail.ese.ipcb.pt