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The challenge of innovation to the education of 21st century

Today, innovation and transformation in the educational field. What are the necessary discussions for the education of the new Millennium?

The education of the new Millennium requires take challenges and promote deep transformations in accordance with the needs of future generations.

Think the educational problem and trying to get into the deep debate on innovation, puts us to the educational community and to society as a whole against a complex reality that can only be addressed seriously from a multidirectional, and integral perspective "systemic" according to Axel Rivas * in the participation of the Congress that made project educate 2050 as part of 'Innovation and small and large-scale educational change' panel

If we make a journey through the history of the education system in our country and taking into account that we are a nation that was forming at the hands of other similar processes on the continent, we will find some common elements. Quickly, and without an analysis of the history of the education system to say that:
Education systems in Argentina and Latin America, began to forge the hand of wars and evangelizing conquests led by the Catholic Church, which already in the 17TH century was an institution with hierarchy and power to establish a new order.

The educational content was focused on theological order, obedience, fear and submission to an established order that is not questioned by accepting that disobedience meant expulsion.

Thus is was constructed a profile of disciplined and obedient citizen.

Already in the 20th century the educational system developed in the orbit of the State, leaving behind the elements of the theological content, it turned to assuming new more democratic practices, education ceased to be understood as an obligation, something which should meet, to become a law in full exercise.

With this innovative perspective for the time, also changed the functionality and the historic role of education, becoming, a tool capable of generating a new social conscience and autonomous citizens, and in the words of Paulo Freire an instrument for liberation.

The 20th century was the scene of struggles against oppression, forbidden, imposed, as required, and is fair to say that educational institutions were scenes of those heated contests, where the educational community debated is education policy inclusive, involving in perspective the inclusive education for all social classes.

New generations, today, attend the deepening of those heated debates, having as background the transformations carried out in the education system during the last 20 years.

New paradigm.

Innovation in education results from the construction of new perspectives, the crisis of the education system of the 20th century, the need to see the birth of something new, but that is giving birth while the other still not died at all.

That dealt with the crisis, they are opportunities for new doors that open, the possibility of fracturing that balkanized system instituted to make way for the birth of new educational experiences with more capacity for integration is complete.

A new education for the generations of the 21st century which develops from the hand of the needs of its actors and the context in which it is immersed.

Innovation in education does not only refer to the use of new technologies in the classroom, is much more than that, is the definition of the for the use of new technologies and the need of having the necessary resources to put them into practice.

Innovation in education means opening the debate with the community all between teachers and students, but also and primarily with Governments, legislators, businessmen and civil society organisations, promote new educational policies that allow to advance toward new democratic, supportive, creative and collaborative practices.

Innovate in education must aim of comprehensively resolving the multiple problems facing the current reality of the population. Pay gaps and strengthen networks of containment to ensure the permanence of students.

Where would innovation go?

It is a valid question that will accompany the long process of transformation necessary. Latin America has been developing very innovative experiences regarding the use of ICT.

There are very successful and recent experiences that are worthy of understanding and analysis of, such is the Brazilian case proposed by the Cariocas gyms, it's 200 facilities located strategically in the most sensitive sectors of the community and who develop its strategy teaching pose a completely innovative approach and has as axis the attention of those aspects that promote learning.

Students learn motor for their real interests, it is not to memorize repetitive contents that grind to a halt the creativity and the ability to construct new knowledge, more sensitive and consistent with the objectives of each community. On the contrary, experience allows the rescue of traditions, customs, sports, craftsmanship, music among other interesting proposals. The knowledge of the people with a very particular way of building new participatory knowledge is articulated.

Learning mentoring

Another interesting case of analysing and kept in mind as strategy of innovation and educational integration, which aims to ensure the permanence of students within the educational system is found in Mexico.

There, through their teachers and teachers more bold and daring, have set up a system of education 2.0.

It is to carry the contents of interest for students in rural areas, the educational proposal approaches through rooms with access to computer with connection to internet. Students selected the contents and receive collaboration for their understanding in the hands of a team of tutors. Learning teaching is the motto of this practice, in which the students themselves who have already advanced in the contents collaborate with those who are initiating and assist them through practices of tutoring, coordinated by themselves.

Discussions about innovation for education must be inclusive, and useful promoters of autonomy and respecting the interests.

2.0 experiences have been launched in our country with success, overcoming the old mode of studied in classes only, to offer new options of permanence and conclusion of the studies which had been left unfinished.

This experience is develops through systems of Campus virtual to which those students access using users and passwords. It is a personalized learning, serving each student times and offers resources to develop meaningful learning. It is an innovative strategy especially for utilization of the training that we need to take the teaching community. It requires effort and investment of all parties committed socially.


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