A criação da escola da serra: como lidar com os limites formais

Abstract

The purpose of this research is to address the mechanisms used by Escola da Serra, as it has an innovative approach to teaching, respecting the legal dictates of the Education Guidelines and Bases Law number 9394/96. Over time, several researchers have addressed the need for a new education with other learning mechanisms, including David Ausubel who believes that the way of learning does not require traditionalist teaching. It turns out that most of the time the obstacle to change alleged by many education professionals is that legislation prevents the application of disruptive teaching, imposing restrictive practices on educational institutions such as workload, rigid curriculum, traditionalist classrooms and other reasons. It turns out that progress has been made in terms of studies, mainly regarding this necessary and urgent implementation of a new teaching. This research was based on qualitative research, based on an exploratory and bibliographic methodology, aiming to evaluate the pedagogical and legal peculiarities used by Escola da Serra, and how it managed to establish itself and have its functionality for so long. The main results obtained are the legal permission to operate disruptive schools, as long as publicity is given through the pedagogical project and its own school regulations on the modalities to be carried out, and it must be easily accessible to parents, students, professionals and public bodies.