O domínio dos computadores, deixa alguns a perguntarem-se se vale a pena nos dias de hoje saber ler. Ainda vale, claro... mas por quanto tempo? O artigo From literacy to digiracy da Economist desta semana cita um estudo sobre o assunto e mostra uma perspectiva interessante sobre o avanço tecnológico e a inevitável (?) mudança de paradigma. Ficam três parágrafos.__________
In Mr Federman’s view, the quest for truth has given way to the quest for making sense of the world as experienced. For anyone under the age of 20, the world being experienced is one where the internet has always existed, and where everyone who matters is only a click, speed dial or text message away. “Tomorrow’s adults,” says Mr Federman, “live in a world of ubiquitous connectivity and pervasive proximity.” Their direct experience of the world is wholly different from yours or mine.
So, no surprise that when we incarcerate teenagers of today in traditional classroom settings, they react with predictable disinterest and flunk their literacy tests. They are skilled in making sense not of a body of known content, but of contexts that are continually changing.
Teachers must recognise that our pedagogical tools are inconsistent with the skills needed to survive in a world where people are always connected to everyone and everything. In such a world, learning to think for oneself could well be more important than simply learning to read and write.
In Mr Federman’s view, the quest for truth has given way to the quest for making sense of the world as experienced. For anyone under the age of 20, the world being experienced is one where the internet has always existed, and where everyone who matters is only a click, speed dial or text message away. “Tomorrow’s adults,” says Mr Federman, “live in a world of ubiquitous connectivity and pervasive proximity.” Their direct experience of the world is wholly different from yours or mine.
So, no surprise that when we incarcerate teenagers of today in traditional classroom settings, they react with predictable disinterest and flunk their literacy tests. They are skilled in making sense not of a body of known content, but of contexts that are continually changing.
Teachers must recognise that our pedagogical tools are inconsistent with the skills needed to survive in a world where people are always connected to everyone and everything. In such a world, learning to think for oneself could well be more important than simply learning to read and write.
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