Resenha temática: “Como estrelas na terra, toda criança é especial” de Aamir Khan, 2007, Pedagogia da autonomia de Paulo Freire, 1996 , Os quatro pilares da educação para o terceiro milênio de Jaques Dellors, 1996 e Os professores diante do saber: esboço de uma problemática do saber docente, de Maurice Tardif. 2002.
Autor: Texto &amp; Contexto de Sala de Aula | Publicado: 2011-03-25T16:53:00-07:00

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Qual
seria para o século XXI o saber necessário à prática docente?



&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; São muitos os livros, filmes e debates
em torno da problemática que envolve os saberes docentes e que nos despertam
para o exercício constante da investigação e do estudo reflexivo.

&nbsp;&nbsp;&nbsp;&nbsp; Podemos refletir sobre esse saber ou
porque não, saberes necessários ao professor com o filme: “Como estrelas na terra, toda criança é especial” de Aamir Khan,
lançado na Índia em 2007, juntamente como aporte teórico e para uma melhor
compreensão com os livros Pedagogia da
autonomia de Paulo Freire, 1996 , Os
quatro pilares da educação para o terceiro milênio de Jaques Dellors, 1996
e Os professores diante do saber: esboço
de uma problemática do saber docente, de Maurice Tardif. 2002.

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; O filme nos dá um presente em forma de
emoção. Nele a arte e a educação se unem como ferramentas de estímulo, embora
seja um pouco caricatural, diante da realidade em uma sala de aula, no entanto nos
dá a dimensão dos conflitos que o professor pode enfrentar no percurso de sua
carreira. 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Na figura de Kan Shankar Nikumbh, um
professor substituto de Arte e do aluno Ishaan, menino rotulado como impulsivo
e rebelde, a trama se desenvolve de forma apaixonante para aqueles que estão
envolvidos com o mundo da educação ou até mesmo para aqueles que acreditam que
a educação não faz parte de suas vidas.

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Ishaan vem de uma família tradicional
indiana, constituída de marido e mulher com dois filhos homens, na qual todos
são submetidos aos ditames capitalista de competição. Seus pais seguem os
moldes rígidos desse sistema, contudo, só conseguem moldar a esses padrões o
filho mais velho, sempre tido como competente, o melhor da turma. Ishaan o
casula foge desses padrões, não consegue desenvolver-se nos estudos e sempre é
motivo de preocupações. Muda de escola, de professores e de sistema, mas nada
dá certo, até surgir em sua vida o professor Shankar, que começa a mofificar
essa trajetória de fracassos.

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Os primeiros contatos do professor
com Ishaan se mostram frios e sem grandes avanços na aprendizagem do garoto, o
que desperta a escuta e a observação em Shankar, o que nos remete a Paulo
freire 1996,&nbsp; quando propõe&nbsp; que saber ensinar exige saber escutar&nbsp; ou seja:

“Ensinar
e aprender tem que ver com o esforço metodicamente

&nbsp;crítico do professor de desvelar a compreensão
de algo e

com
o empenho igualmente crítico do aluno de ir entrando como sujeito em

aprendizagem,,

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Shankar aprende a escutar o aluno e
ao percebê-lo como sujeito que tem uma história e que está situado socialmente,
aos poucos foi conhecendo o problema e a complexidade da dislexia que aquele
garoto era portador. Vemos o saber ser, conviver e principalmente o fazer
conhecer tomando forma em práticas reais de aproximação e ação pedagógica
efetiva. Segundo Jaques Dellors,1996&nbsp; ao
aproximar-se do aluno ele ultrapassa a visão instrumental da educação, não
negligenciando nenhum potencial existente, tenta explorar o sentido estético e
a memória, que era o que naquele garoto mais prevalecia. Durante a vida daquele
professor ele aprendeu a aprender com suas experiências pessoais e por ser
portador da mesma deficiência construiu uma ponte que se fez ao longo de sua
vida e que &nbsp;diante dessa situação
complexa se torna extensão à vida de&nbsp;
Ishaan.&nbsp;&nbsp;&nbsp;&nbsp; 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; No primeiro momento esse
posicionamento pedagógico contraria o que Tardif 2002 afirma quando diz: “O saber dos professores parece, muitas
vezes, residir unicamente na competência técnica e pedagógica para transmitir
saberes elaborados por outros grupos”. Essa transmissão de saberes, assim
dessa forma, como aponta o autor não acontece. O professor foi executor do
saber e passou a produzir conhecimentos, mudando realidades, bases fixas,
metodológicas e até mesmo curriculares.

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;No entanto, observando por outro lado,
o autor ainda revela algo sobre o reconhecimento social, sem o qual Shankar não
teria êxito no seu intento:



&nbsp; “]...]
no âmbito da organização do trabalho escolar, o que um professor sabe depende
também daquilo que ele não sabe, daquilo que se supõe que ele não saiba,
daquilo que os outros sabem em seu lugar e em seu nome, dos saberes que os
outros lhe opõem ou lhe atribuem…Isso significa que nos ofícios e profissões
não existe conhecimento sem reconhecimento social.” (TARDIF, 2002, p. 13)

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Desde o fato de convencer os
pais aos &nbsp;colegas professores e toda
sociedade escolar usando seus conhecimentos experienciais até o uso dos
conhecimentos conceituais, seguiu-se um longo percurso&nbsp; para se &nbsp;reconhecer&nbsp;
que sem a vivência, aliada a prática e a &nbsp;teoria, não conseguiria ajudar aquela criança.

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Essa história nos mostra que o
saber docente não se fecha em si mesmo, é uma relação complexa entre professor
e alunos, ou seja, é um estar no mundo com o outro. Assim a prática docente &nbsp;e seus saberes são muito mais plural do que
imaginamos, depende não só do professor e do aluno, mas de todo um grupo de
fatores sociais, históricos e por que não dizer&nbsp;
individual. Em poucas palavras, podemos dizer que se os seres humanos:
professor e aluno são complexos suas relações com o mundo também são, é o que
nos prova esse belo filme: “Como estrelas
na terra, toda criança é especial”.&nbsp;

&nbsp;