Home Education A New Government and the Expectations for Educational Transformations

A New Government and the Expectations for Educational Transformations


Gabriel Mario Rodrigues – Chairman of the Board of Directors of ABMES
“All interior reform and all change for the better depend exclusively on the application of our own effort.” (Immanuel Kant)

On October 28, 2018, the polls will be determining the new president of the Republic. And the winner, with his planning teams, will begin to learn the problems of the various ministries as they prepare to deliver on the campaign promises.

Never as at this moment the word education was has been so popular within its traditional meaning. Neither candidate treated it as being the concept for human capital, which is the union of the workforce as the wealth that can be developed to transform a nation. And this will only be achieved with new ideas and people committed to the new. Certainly many changes will be necessary.

To change, therefore, gains the meaning of exchange, mutation, modification, difference, change, transformation, metamorphosis,  transmutation and, of course, the opposite of regularity, constancy and conservation, the great pleasure of conservationists [1] and of those who are resistant to change.

Change requires much more than words, much more than expression. Change require attitude, require courage, and the will to change.

To change is an act of daring and every change encounters resistance, because those who think of change will probably find oppositions where they never expected to exist. The tired old sameness and resistance of everyone who analyzes or criticizes the world of education without having the required solution. Nobody gives, offers or makes available the solution. Fe speak about how to solve the problems of the lag and the anachronism of basic education.

Does anyone already have the solution to join the proposals and unify the ideas already discussed and present feasible implementation plans? Yes, because until now there are only isolated voices, insulated an undeserving of any attention, but there is no shortage of gossipers on call, with solutions that are unrealistic and unfeasible, from Kindergarten to Higher Education. It seems that the orthodoxy of those who do not tolerate the new and the different has prevailed for centuries in the country in a matter that should have been constantly dominated by creativity and innovation.

It is time for radical CHANGES, whether by changing people, or changing ideas and thoughts and attitudes, courageously, without fear of making mistakes.

We are running against the clock, at the overtime moment of the game. It’s penalty time and someone will have to kick the penalty.

Where are the personnel committed to the changes that should persuade the spectators in the comfort zone, and thus change the outcome of this game that has been going on for decades, not to say centuries?

Someone will propose to change the composition of the National Council of Education – CNE, or even improve the institution whose meetings resembles those of the Brazilian Academy of Letters, with the only things missing are tea with toasts.

One will have to oppose the National Aptitude Exam – Enade, a purgatory for the school owners where the protagonists are the students who are in charge of the house.

One will have to make strong arguments that NDCs (New Curriculum Guidelines), which are nothing new, and/or are obsolete and that the best thing is to ignore them if we want to provide employability to students.

Someone has to reinvent the financing of the needy students without which there is no way for them to access the university, especially in the face of the economic scenario that the country is going through and that will take time to solve (if it can be solved), aside from the millions of unemployed .

It is necessary to break with the tons of  exaggerated norms that affect education. It takes freedom to act, to have attitude, because what must prevail are the CHANGES. If the government intends to keep straitjackets it should do it over public education, “to see if it will work,” but it should release the private schools from controls. Their managers and administrators are inside the school, close enough to move just a few meters to access their secretaries and the halls of the teachers, absurdly different from the public school administrations.

And there is no shortage of cues, suggestions of what educational institutions should embrace and universities should do to accelerate innovation in learning spaces.

But the trends show that there are many challenges and developments for higher education to adopt, as highlighted by the Horizon Report: 2018 Higher Education Edition [2], published by the New Media Consortium (NMC).

Vinícius de Oliveira and Marina Lopes, from Porvir, point to material in the reports produced from discussions of 71 experts and points out impacts, over the next five years, for adoption of innovative practices and use of technology in higher education around the world.

They point out that, in order to accelerate the adoption of technological resources, universities and other institutions of higher learning should, over the next two years, redesign learning spaces with configurations that support the mobility, flexibility and use of various devices, keeping the focus on measuring performance of students.

“At the same time, they must still seek solutions to promote digital equity and adapt their projects to the future of work.”
The report also showed that, in the short term, colleges and universities should rethink how to define, measure and demonstrate student learning, including complex skills such as creativity and collaboration.

The journalists explain that in addition to talking about trends, the Horizon Report presents challenges for the advancement of higher education. Promoting authentic learning experiences that connect students to real-world challenges is a first item mentioned among the challenges that have a known solution, but it is still less widespread among universities. Authentic learning functions as a great umbrella that harbors practical tasks and promotes knowledge and skills.

At a level considered more difficult, there is a need to reorganize the design of university organizations, which need to be less hierarchical, a feature of the new world of work. At a similar stage is digital equity. Different international organizations already warn of the difficulty of accessing broadband internet, depending on socioeconomic status and gender.

The report also presented six major developments, time-segmented for adoption: analytical technologies and makerspaces (one year or less), adaptive learning technologies and artificial intelligence (two to three years) and mixed reality and robotics (four to five years).

In all these years we have all been accustomed to structures that were concerned with the operational performance of institutions. From the same political group, they defended the same ideas and without concern for technological changes. Win whoever wins these elections, changes in one way or another will happen because the educational world, in order to survive, needs to transform itself.