Sobre políticas e ações de acesso a tablets nas escolas
Uso livre: https://www.flickr.com/photos/rahulrodriguez/9165286127/
A pedido da jornalista – e amiga querida – Cristina Charão, dei uma entrevista para uma reportagem na Revista Nova Escola sobre as políticas de acesso a tablets nas escolas públicas. Compartilho aqui a íntegra da minha declaração, e a matéria, assim que publicada, eu posto aqui também.
No meu doutorado, analisei os discursos sobre a entrada das tecnologias nas escolas. Constatei que as políticas são feitas a toque de caixa, para acompanhar a reciclagem estrutural do mercado de tecnologia, sem diálogo com as escolas (com professores ou alunos), em parcerias público-privadas (com empresas de tecnologia) e sem muita unidade entre si ou entre outras políticas de mídias e tecnologias do Estado do São Paulo.
Ao que parece ser uma “trama” que cria, dissemina e reproduz o discurso sobre como as tecnologias podem “revolucionar” a educação, eu dei o nome de “moderna socialização escolar”, uma ideia que parece pairar sobre todos, sem sabermos direito de onde ela vem, pois ela está em todos os lugares: ou, pelo menos, na minha análise, vi que ela está presente na mídia, no Estado, nas empresas e na Academia / nas Universidades.
Deste modo, fica difícil fazer um contraponto.
A qualquer “senão” que falamos, somos acusados de não querermos a modernização ou a “salvação” da escola, promessa contida neste discurso (que criai o que, na minha análise, eu chamo de “ambiência favorável à modernização”). Este discurso, em geral, é baseado em projeções e achismos, pois pouco se avaliou até hoje o impacto real das tecnologias na educação, considerando uma noção ampla de qualidade (e não apenas associando a entrada das mídias a um possível melhora de desempenho, por exemplo.
É claro que eu acredito que a tecnologia pode transformar a educação. No entanto, para que esta transformação ocorra, deve haver algumas condições. Este processo tem que ser dialogado com a comunidade escolar, com alunos, com professores; deve responder a reais necessidades daquela escola. O usos do material devem estar relacionados a formas e conteúdos significativos. O contexto escolar deve ser reconhecido. Além disso, a noção de qualidade que está em jogo deve ser ampla, para além do rendimento. E a noção de inovação também ampla, para além do acompanhamento dos modelos mais atuais de dispositivos.
A inovação está justamente no uso apropriado ao contexto e a objetivos construídos em diálogo com a realidade da escola.
É claro que o acesso é um passo, mas ele não transforma sozinho, sem pensar um uso destes equipamentos e sem fazer isso com quem está na sala de aula: os professores e alunos.
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