Innovative teaching practices in the post-emergency remote education period as signs of deschooling in times of cyberintelligence
Abstract
In the post-Emergency Remote Teaching context, it is relevant to investigate the extent to which innovative teaching practices in Imperatriz–MA reveal signs of cognitive deschooling and the reconfiguration of learning environments in times of cyberintelligence. With this aim, this mixed-methods study, with a qualitative emphasis, analyzed 46 semi-structured questionnaires in order to understand how such changes manifest in everyday school life. The study is grounded in theoretical frameworks such as Illich (1982), Morin (2000), Bateson (2000), Bandura (2008) and Schlemmer (2020), articulating discussions on deschooling, onlife intelligence, and education for complexity. The findings highlight a tension between innovations effectively implemented and the prevailing imaginaries regarding the use of technologies. In parallel, institutional barriers that hinder the consolidation of these practices are also evidenced. Although still in its early stages, this movement points to a reorganization with the potential to transform teaching practices in line with contemporary challenges.
Keywords: Innovative teaching practices; Deschooling; Cyberintelligence; Emergency Remote Teaching; Onlife intelligence.
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