The Dom Bosco Foundation is based in Belo Horizonte,
Brazil, and provides health care and special education
for more than 300 mentally disabled children from the
age of 0 to 18. Original version in Portuguese published
in the Magazine AMAE Educando, March 2007, entitled
“Learning in the early stages of school: unveiling
potentialities”. English version especially prepared for
KEEPS 2007.
hildenia@terra.com.br
Hildênia Marques
One can not think about learning, without considering three pillars: (i) desire, (ii) the student-teacher relationship and (iii) affection.
Learning presupposes interaction. The student needs to desire learning and the teacher-mediator needs to stimulate such a desire, As
human diversity is taken into account, we can no longer think a single way of teaching.
It is important that the teacher succeed in stimulating the student’s curiosity towards the pursuit of learning. This is a primary condition
for effective learning. The student should be instigated through various ways, as to allow for the creation of an “access-point” upon which
a “relationship” can be established. Learning will only occur if such a link is based on movements of learning-exchange, which go way
beyond acquiring content and formal teaching mechanisms.
Given the uniqueness of each human being, we shall be able to understand our reality as something dynamic that does not favour
stringent and static models, or pure repetition. One needs to identify purpose in what is being learnt. Differences can not solely consider
scales of best, medium and worse quantitative values, but must also stimulate teachers to exploit the variation of and new ways of
teaching, thus encompassing the typical diversity of human groups. The more different the ways of learning, the more opportunities
students will have to develop themselves, feel safe and free to create.
Productive learning entails adequate manners of doing it. The era of ferules and punishment has not proved to be effective nor constructive.
On the contrary, it has caused resentment and low self-esteem, feelings that have only reinforced the difficulties faced by students in
their lives. As opposed this past period of history, current education shall be established upon relationships that are “exchange-based”
rather than “power-based”. As the curiosity of students is stimulated and adequately satisfied, they are able to find directions, to know
themselves, resulting in better conditions for future decisions and choices.
It is known that schooling experiences are more relevant for students in terms of the formation of their character rather than in terms of
the information provided per se. This is often depicted in the unveiling of talents and in the construction of personalities, further helping
students to find their space in society. Nowadays, the role of “multiple intelligences” and of personal skills is increasingly emphasized.
They may or may not be developed through motivation and adequate stimulation provided by the external environment. It is much easier
for one to acquire specific skills, when he or she works in an environment of freedom that allows for risk and boldness. Dull classes, based
on a one-size-fits-all format and on contents that often fail to stimulate student interests, do not favour creativity or the discovery of
talents. This may result in the serious risk of pervasive continuity and boredom.
It is important to have space for other activities within schools, capable of favouring the unveiling of capabilities and of talent. Often
times, we do not remember formally thought content such as logarithms or derivatives, but we need self-control and tolerance to cope
with routine and lifetime challenges. The ability of living as a group of teachers and students is of the essence for all of us to enjoy this
precious time of our lives. After all, life is an eternal learning experience.
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