Work projects: responding to a shared reflection

Abstract

In response to the role that education must play in today’s society, we should consider the educational values and the importance of different types of knowledge, and the relationship of students and adults with this knowledge. This require a new teacher profile and, therefore, a rethinking of the school. This context has led to projects being presented as an alternative to traditional teaching, turning them into slogans leading to a self-deception of being immersed in the stream of innovation. We present our understanding of learning over the course of the 10 years of school as a result of the reflections made in accompanying the students, of the experimentation with teaching practice, and of the reflections and shared learning in the process of understanding the intersection of how children learn and the school curriculum. This intersection has forced us to rethink the school from the standpoint of pedagogy, didactics and organization, without altering the order of the factors. It is the only way to optimize a coherent and consequent reflection. Although we do not encourage the reproduction of our work, we do intend to foster the autonomous reflection of teaching staff to find specific answers to their pedagogy, creating a singularity consistent with their educational project.

Keywords: Peer-learning, learning experiences, professional attitude, autonomous thinking, active experience, learning rhythms.