O século XXI e a sistematização de habilidades
Autor: Leandro Wendel Martins | Publicado: 2015-05-16T12:39:00-07:00






Os cinco países melhores
colocados no PISA 2012 estão no continente asiático (China, Cingapura, Hong
Kong, Coréia do Sul e Japão). Recentemente um sindicato de escolas particulares
realizou uma viagem de grupo para algumas destas localidades, e certamente conheceram
sistematizações como o método gráfico de Cingapura para o tratamento da
Matemática. 

As taxas de crescimento do PIB em
2013 nestes países foram de: China 7,7%, Cingapura 3,9%, Hong Kong 2,9%, Coréia
do Sul 3,0% e Japão 1,6%. Com exceção de Hong Kong que praticamente empata com
a Coréia do sul todos os dados de crescimento parecem acompanhar os indicadores
de qualidade educacional do PISA. 

O Brasil foi o 57º colocado no
PISA em 2012 e a taxa de crescimento do PIB em 2013 foi de 2,5%, e se houvesse
ligação do crescimento do PIB seriamos o 5º colocado no indicador de qualidade
educacional. 

Se analisarmos a renda per capita
de cada país (China US$ 7428,00, Cingapura US$ 54040,00, Hong Kong US$
38420,00, Coréia do Sul US$ 9800,00, Japão US$ 46140,00 e Brasil US$ 8536,00)
percebemos que Cingapura apresenta a melhor estabilidade entre renda,
desenvolvimento e qualidade educacional no cenário descrito.

No século XXI o mundo econômico é
global e a educação para o futuro exige hoje cuidados com tratamentos de
habilidades e competências (Conteúdos Procedimentais), com a interiorização de
valores para base em decisões (Conteúdo Atitudinais) e com o estudo dos
produtos de nossa cultura científica (Conteúdos conceituais). As
sistematizações focadas apenas em conteúdos conceituais ficaram, já em tempo,
no século passado. 

Apresento três habilidades (Prova
Brasil e Saresp) associadas à informação sobre os indicadores que lemos acima:

D21 – Reconhecer as diferentes representações de um número
racional.

D37 – Associar informações apresentadas em listas e/ou tabelas
simples aos gráficos que as representam e vice-versa.

H45 - Resolver
problemas que envolvam ideias básicas de probabilidade. (GIII).

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<![endif]--><!--[if !vml]--><!--[endif]-->

Fontes: Organização para a Cooperação e o
Desenvolvimento Econômico (OCDE), 2014; Jornal O Estado de São Paulo (Caderno
de economia),&nbsp; 2014; 

Por fim, o conteúdo atitudinal tratará da
relevância de encaminhamento deste assunto para o bem comum, de maneira ética
em relação ao rol de opiniões. Pois se temos condições de renda parecidas com
China e Coréia do Sul, porque nossa qualidade educacional apresenta estes
indicies neste indicador?

Caso este assunto fosse tema de uma aula,
como seria a sistematização para comtemplarmos o saber (conceitual), o fazer
(procedimental) e o ser (atitudinal)?&nbsp; 

O Professor do século XXI tem a missão de
planejar aulas que englobem os três tipos de conteúdo e isso exigirá estudo dos
mapas de habilidades, e sistematizações que realmente contemplem cada etapa de
desenvolvimento em sala de aula: provavelmente chegaremos a propostas de cursos
com mais oportunidades de fazer e ser, além de também conhecer.



Leandro Wendel Martins


Pedagogo e coach educacional.