O Problema da Comunicação na Área Educacional
Autor: Ari Lima | Publicado: 2011-05-15T19:24:00-07:00

As instituições de ensino em geral e os educadores em particular estão sobrecarregados de informação e carentes de comunicação eficaz
“Há grande diferença entre a intenção de uma mensagem e o que foi comunicado efetivamente. O importante é o resultado, não a intenção”.Richard Bandler e John Grinder, fundadores da PNL


Uma dos graves problemas que existe na transmissão do conhecimento é a dificuldade na comunicação. Isso é valido também nas instituições de ensino, em particular na tarefa de ministrar aulas. Vivemos numa era de informação abundante. Nunca, educadores e alunos tiveram tanto acesso a informação quanto na era atual: internet, celulares,&nbsp;smartphone,&nbsp;ipod, teleconferências, sites de busca, bibliotecas virtuais, enfim, bilhões de dados disponíveis, sobre praticamente todos os assuntos. No entanto, apesar de todos estes recursos, a carência de comunicação eficaz ainda é uma realidade.
Há um conceito que diz: “informação é poder”. Isso é verdade, desde que se saiba separar as informações relevantes das supérfluas; e utilizá-las de forma inteligente. No caso do educador, a informação é a matéria prima que ele utiliza para desenvolver seu trabalho. É a comunicação eficaz que faz com que as informações selecionadas e apresentadas pelo educador sejam aprendidas pelos alunos de forma completa e adequada.Comunicação e informação são conceitos bem diferentes. Não basta ter acesso às informações se não soubermos utilizá-las adequadamente; assim como não é suficiente termos acesso aos mais modernos meios de comunicação se não soubermos comunicar as informações de forma correta.
A inclusão digital, de parcelas cada vez maiores de alunos, possibilita uma nova gama de recursos inéditos na história da educação. Entretanto, permanece a questão: esses novos recursos significaram uma melhoria efetiva no grau de educação? Ou eles precisam ser acompanhados de uma mudança na metodologia de ensino do educador, principalmente em sua forma de comunicação, para que a mudança na qualidade do ensino seja efetiva?
No livro “A nova era da administração”, Peter Drucker destaca, como um dos pontos fundamentais de um sistema organizacional, a comunicação eficaz. Segundo Drucker, a comunicação é tão critica para uma sociedade que sua falha pode acarretar crises e guerras. No livro, ele comenta um fato intrigante: uma análise de documentos dos arquivos alemães e russos, logo após a primeira guerra mundial, deixou espantosamente claro que a catástrofe fora causada, essencialmente, por falha de comunicação.
Esse é apenas um trágico exemplo, mas é provável que, ao longo da história, muitas outras crises sociais, organizacionais e pessoais ocorreram por falha de comunicação. Infelizmente, nos dias atuais, apesar dos avanços tecnológicos e dos recursos de comunicação disponíveis, a comunicação continua sendo um entrave às organizações, às pessoas e aos processos educacionais.O educador precisa ser eficaz na comunicação com seus alunos, tendo em vista seu objetivo final – que é a formação efetiva do educando –, e não apenas o acúmulo de informação através da memorização de dados pelo aluno.<v:shape id="Diagrama_x0020_2" o:gfxdata="UEsDBBQABgAIAAAAIQDambAiWwEAANEEAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbLSUzUrDQBSF
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Segundo Peter Drucker, em comunicação, qualquer que seja o veiculo utilizado, a primeira pergunta tem de ser: “esta comunicação está dentro do campo de percepção do receptor? Será que ele pode recebê-la?” Drucker afirma que&nbsp;“as mais importantes limitações na percepção são usualmente de ordem cultural e emocional e não de ordem física”.Ele cita, por exemplo, que é extremamente difícil se comunicar e convencer fanáticos; não por falta de comunicação, mas porque eles estão emocionalmente comprometidos com ideias próprias e fechados a novas ideias.
Nesse sentido, o educador que deseje ser eficaz na comunicação precisa entender o conceito de mundo do aluno e se comunicar na linguagem dele. Dessa forma, o aluno oriundo da favela, por exemplo, deve receber um padrão de comunicação diferente do de classe média alta, pois as duas realidades são bastante distintas e estas vivências diferentes precisam ser levadas em conta no processo de ensino. O conteúdo pode ser o mesmo, mas a “roupagem” deve ser adaptada ao modelo de mundo do interlocutor.No processo de comunicação, temos o comunicador e o receptor e ambos precisam estar em sintonia, para que a comunicação ocorra de maneira efetiva. Além das diferenças contextuais de classes, realidades e até de culturas, outros fatores precisam ser levados em conta.
Segundo modernos estudos realizados pela programação neurolinguística, PNL, abordados no livro “Sapos em Príncipes”, de Richard Bandler e John Grinder, (editora Summus, 1982), de acordo com os sistemas representacionais de percepção, existem três grupos de pessoas: os visuais, os auditivos e os cinestésicos. Todos nós recebemos informações do ambiente especialmente por meio&nbsp;&nbsp;destes três sistemas: visão, audição e tato; o olfato e o sistema gustativo são menos utilizados.
Essas pesquisas concluíram que as pessoas, em geral, são ou primariamente visuais, ou auditivas ou cinestésicas. Nesse sentido, pessoas visuais preferem se comunicar através de expressões e metáforas visuais. Embora a forma de comunicação fique fora de sua percepção consciente, elas utilizam preferencialmente termos visuais em sua comunicação corriqueira. O mesmo ocorre com os auditivos e com os cinestésicos. Cada tipo prefere se comunicar por meio de suas expressões vocabulares, linguagem e metáforas prediletas.
Os problemas de comunicação entre professor e aluno ocorrem justamente por isso: o professor visual se comunica preferencialmente através de expressões e metáforas unicamente visuais. Nesse caso, ele será eficaz em sua comunicação apenas com alunos “visuais”. E como fica sua comunicação com os alunos auditivos e os cinestésicos? Certamente a comunicação não será a ideal, pois grande parcela das informações que este professor transmitir estará fora da percepção natural de parte de seus alunos.
A maioria dos educadores conhece uma realidade presente em grande parte das salas de aulas: parte dos alunos prestando atenção ao que o professor está “ensinando”, enquanto outra parte do contingente permanece distraída ou conversando entre si, mas completamente alheio ao que está sendo transmitido pelo educador.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Mary Parker Follett, revolucionária autora norte-americana, que viveu entre os anos de 1868 e 1933, uma das precursoras da “Escola das Relações Humanas nas Organizações”, afirma que os conflitos, na maioria das vezes, resultam de incongruências nas percepções das partes antagônicas e não por atos ostensivos. Se duas partes, A e B, estão divergindo, é porque o que A vê tão nitidamente, B não vê de forma alguma.
As pessoas, em geral, têm dificuldade de entender as várias dimensões de uma mesma situação. O que parece certo para alguns pode parecer errado para outros, simplesmente pelo fato de uma não conseguir perceber o ponto de vista da outra. Muitos dos conflitos sociais, religiosos, políticos e econômicos estão relacionados a essas diferenças de percepções.
Segundo Drucker,&nbsp;“Os homens percebem, via de regra, aquilo que esperam perceber“. Por isso, antes de comunicar algo, devemos procurar descobrir o que o receptor espera ver e ouvir e adaptar nossa mensagem ao seu modelo de mundo, a sua cultura e as suas expectativas. Quando a comunicação se adapta às aspirações, valores, propósitos e expectativas do receptor, ela se torna poderosa. Se, ao contrário, ela vai contra tudo isso, provavelmente será ignorada ou haverá grande resistência a sua aceitação.
Devemos esclarecer que&nbsp;informação&nbsp;é uma ação unilateral e exige apenas transmissão,&nbsp;enquanto&nbsp;comunicação&nbsp;é um processo bilateral e exige transmissão e recepção. A informação é a matéria prima da comunicação e existe independentemente dela. Somente quando o receptor interpreta a informação é que se realiza a comunicação.Nesse sentido,&nbsp;para que a comunicação se estabeleça de forma efetiva,&nbsp;o&nbsp;emissor precisa compartilhar as crenças, as expectativas e a cultura do receptor.
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" o:spid="_x0000_s1026" style="height: 211.2pt; left: 0px; margin-left: 0px; margin-top: 0px; position: absolute; text-align: left; visibility: visible; width: 335.05pt; z-index: 1;" type="#_x0000_t75">Educadores e instituições de ensino precisam entender que a informação é sempre codificada e que o receptor precisa conhecer o código. Caso contrário, ele não entenderá a informação e, em conseqüência, não receberá a mensagem.
A Comunicação pressupõe um relacionamento entre quem comunica e quem recebe a informação. Nas salas de aula, muitas vezes, a comunicação ocorre de forma unilateral, o que faz com que ela se perca. Na maioria dos casos, o fracasso ocorre pela falta de sensibilidade dos emissores, no que diz respeito à visão de mundo, aos valores e às expectativas dos receptores da mensagem, além da falta de clareza e de precisão dos dados fornecidos.
Frequentemente, ao abordamos o tema da comunicação em nossos treinamentos, realizamos a dinâmica de grupo conhecida como “telefone sem fio”, em que uma mensagem inicial é transmitida a uma primeira pessoa que, em seguida, a retransmite a uma segunda, que a repassa a uma terceira e assim sucessivamente.
Ao longo da cadeia de transmissão, a mensagem vai se modificando, sua essência vai se perdendo e as informações vão se embaralhando. No final, o resultado chega bastante modificado, algumas vezes com sentido diferente e outras vezes até oposto a mensagem inicial.
Outro fator importante a ser considerado, é que uma simples frase pode assumir diversos significados, dependendo de quem a transmite, da ênfase que se dá a determinada palavra, de feições e atitudes durante a comunicação.
O exemplo a seguir pode ilustrar bem o que dizemos. A frase seguinte, pronunciada em um tribunal, pode assumir diversas conotações, caso um destaque diferente seja dado a determinada palavra, pelo emissor:Vejamos o exemplo:<v:shape id="Diagrama_x0020_8" o:gfxdata="UEsDBBQABgAIAAAAIQDambAiWwEAANEEAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbLSUzUrDQBSF
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Esse exemplo demonstra a complexidade do processo de comunicação. Além da transmissão de um conjunto de dados, ou de informações, a comunicação pressupõe a interpretação dos dados pelo emissor, de acordo com seu modelo de mundo, e deve buscar, inclusive, se certificar de que a mensagem e a ênfase ocorreram de maneira correta.
Ao tentar comunicar uma mensagem ao seu público-alvo, o educador que deseje ser eficaz precisa mudar o enfoque e perguntar, primeiro, o que seu público deseja, precisa ou se interessa em ouvir. Essa premissa é baseada na teoria de Elton Mayo, (1880-1949), pensador australiano que formulou a teoria segundo a qual, no ambiente de trabalho, os fatores sociais eram um motivador muito mais poderoso do que as recompensas financeiras.Mayo defendia que, em vez de começar a se comunicar com base nos interesses do emissor, é mais efetivo analisar o ponto de vista do receptor, para se obter uma comunicação mais eficaz.
Acreditamos que existe uma relação direta entre o nível de relacionamento professor-aluno e a capacidade do educador de se comunicar efetiva e eficaz no processo educacional. Em nossa experiência como palestrante e educador, na área corporativa, percebemos esta relação e, ao longo dos anos, buscamos conhecer a complexidade deste processo, para desenvolver uma forma de tornar a comunicação mais eficaz com os participantes.
Durante uma palestra, por exemplo, meu foco de atenção fica muito mais voltado para a reação do público do que para as informações que estou transmitindo. Desde que eu esteja preparado adequadamente e tenha domínio do tema que vou apresentar, posso me dedicar a analisar continuamente a reação das pessoas na platéia e conduzir minha explanação de acordo com as informações que recebo das pessoas, tanto as verbais quanto as não verbais.
À medida que o público reage ás colocações feitas, responde às perguntas, riem, ou expressam preocupação por alguma informação que transmiti, sei que estou me comunicando adequadamente e mantenho o ritmo da palestra, sempre observando em todas as direções,&nbsp;buscando alcançar as pessoas em todos os ângulos do auditório, com minha percepção.
Se em dado momento da palestra, percebo que o que estou transmitindo não está mais provocando reação nas pessoas, ou que parte do público começa a se distrair, tenho ai uma boa indicação de que comecei a perder contato. Se eventualmente isso acontece, procuro mudar alguma coisa em meu discurso. Modifico o tom de minha voz, paro a explanação para introduzir uma historia interessante ou um fato inusitado. Enfim, mudo o ritmo da palestra, com um único objetivo: retomar o contato com o público, durante toda a apresentação.
É o que chamamos de mecanismo de&nbsp;biofeedback, ou seja, é o educador ter um comportamento flexível o suficiente para perceber as informações verbais e não verbais do público e modificar seu próprio comportamento, para manter ou retomar o contato com seus alunos. Esse é um exemplo de comunicação eficaz.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
Tendo em vista todos estes fatores, acreditamos que o desenvolvimento de um sistema de comunicação eficaz nos processo educacionais e a capacitação dos educadores no tema contribuirá decisivamente para a melhoria da qualidade de ensino.Como disse Walt Disney, um dos maiores educadores da humanidade:&nbsp;“Prefiro tentar divertir as pessoas na esperança de que elas aprendam, do que tentar ensinar as pessoas na esperança de que elas se divirtam”.
Em sua “Arte Retórica”, Aristóteles diz que o bom orador é aquele que é:&nbsp;“Ouvido, entendido e apreciado”. Concordamos plenamente com este que é um dos maiores pensadores da história.&nbsp;
Talvez seja hora de os educadores incorporarem em seus processos educacionais um conjunto de práticas que possam criar um contexto agradável na sala de aula. Assim, aprender passará a ser uma tarefa prazerosa: unir o útil ao agradável, num circulo virtuoso em que quanto mais se aprende mais se quer aprender. E todos ganham nesse processo, professores a alunos.
Fica aqui, mais um desafio lançado aos educadores: aprender a filtrar, processar e comunicar o grande contingente de informações reinantes. Para o bem da sociedade, a distância entre a informação e a comunicação oferecida precisa ser diminuída. E só uma comunicação eficaz terá o poder de diminuir essa distância.
Ari Lima
Empresário, engenheiro civil, escritor e consultor especialista em gestão de escritórios e marketing jurídico.
e-mail:&nbsp;contato@arilima.com,site:&nbsp;www.performancegt.com.brfone: (31) 3643-4980