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Date Posted: 10:15:27 11/16/04 Tue
Author: José Euríalo
Subject: Autoria e co-autoria de aprendizagem

Colegas:

PAIVA (2004, inédito) conclui seu texto comentando que: “Fortunately, some learners undergo the disorder of chaos and look for experiences which bridge the gap imposed by formal education. Instead of passively accepting the limited curricula offered by schools, they develop their own strategies, they exercise their autonomy and become authors of their own learning histories.” (PAIVA, 2004, últimas linhas).

Pergunto-lhes:
1) qual foi o papel do(a) professor(a) nesses casos de sucesso?

2) será que podemos afirmar, sem muito risco de erro, que há alunos(as) que são autônomos(as) com o(a) professor(a), outros(as) que o são sem o(a) professor(a) e, ainda, outros(as) que são autônomos(as) apesar do(a) professor(a)?

3) será que esses casos de sucesso envolveram motivação intrínseca e motivação extrínseca claramente fora da área de potencial atuação do(a) professor(a), ao longo do processo de aprendizagem?

4) será que a formação de professores(as), no Brasil, com o advento dos PCNs, incentiva esforços para capitalizar motivação intrínseca do(a) aluno(a)?

Claro que há provocação nesta mensagem, mas, também, vontade de dialogar e aprender; afinal, “we should not only use the brains we have, but all that we can borrow” (Woodrow Wilson, apud PAIVA, 2004, p.1); não é verdade?!

José.

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