The post pandemic private school is somewhere between nature and technology. And yet with the now inevitable recognition that students can learn in different ways. After nearly two years of uncertainty for families, teachers and managers, the private network expands spaces and changes curricula to face the challenges of a new on-site education in the coming months and in 2022.
“We went through a time when students connected with the school in different ways. We need to have several paths for learning, it is our responsibility to engage the student again”, says the pedagogical director of Escola da Vila, Fernanda Flores. The school anticipated changes planned for 2025 for next year. Children and teenagers will stay full-time, increasing the load of arts, music, body expression and even recreation. A new unit will be built in Butantã, with more open spaces and for collective activities, and another will be renovated. The project also foresees more classes organized between ages, focusing on skills and not on subjects.
Schools such as Bandeirantes and Porto Seguro realized that it is possible to keep review activities and on-call questions online. Teachers at Bandeirantes also now need to present proposals for the “self study”, in which students will have to do more autonomous work. “In the pandemic, they carried out science activities, for example, with computers and simulations. It’s lighter for the student and for the teacher”, says the Bandeirantes pedagogical coordinator, Mayra Ivanoff.
In Porto, from the 1st year of elementary school to high school, a digital literacy course was added, given in English for the elderly. “Even so, 2022 needs to be the year of presence, educational events, plays, bringing parents to school. Students need to feel the emotion of sharing what they know”, completes director Silmara Casadei.
University of São Paulo (USP) postgraduate education professor Silvia Colello says that the pandemic accelerated something that might have taken years: providing education in alternative ways. “The need to break with rigid times and spaces at school became evident. That class where the student arrives, watches and leaves has changed.” Films, videos, games, quiz, which can be seen individually or in groups, at scheduled time or not, are examples. “But we must be careful with excesses, the student cannot say that he has missed the time and wants to take an online class.”
The learning gap was also clear with the number of families that changed schools during the pandemic. The engineer Renata Ucha, 50 years old, had two children in the same school. The 12-year-old girl was unable to learn from classes through recorded videos, got poor grades and ended up going to another school. “She needs interaction, asking when in doubt.” The oldest son, on the other hand, loved the autonomy and even stopped using notebooks to take notes because he had classes on the computer. “Schools will need to have less pasteurization and more individual understanding.”
Pedagogical coordinator Patricia Biggnardi, from the Tarsila do Amaral School, says that it is necessary to be careful not to assess the behavior of students as a problem. “Children aged 2 years have not experienced the community in any situation, they are afraid to participate, they do not say anything, it is necessary to give them more time”, he says.
The school, which is located in the middle of nature in the north side, saw demand increase because of the open spaces. “Before, there was a father who complained that the children would get cold.”
Information is from the newspaper The State of São Paulo.
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