Resumo

LUTZ, Armgard. EDUCATION 3.0 AND THE CHALLENGES TO CONTINUING TEACHER TRAINING. e-Curriculum [online]. 2021, vol.19, n.2, pp.748-771.  Epub 30-Ago-2021. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2021v19i2p748-771.

The article is the result of bibliographic research and a technical visit to the award-winning Haim Hefer School in Tel Aviv, Israel, and it presents the definers of innovative educational experiences and the meanings of education 3.0. It analyzes the reinvention of the school from the curricular justice and cultural studies perspectives, with the aim of asking about the challenges that innovations cause to the continuous training of teachers. Authors such as Connell (1995), Thurler (2001), Calvo (2016), Prensky (2017), Tough (2017) support the urgency of innovation in the face of changes in society and the way of being of the new generation, connected with technological means. The enchantment caused by models of innovation 3.0 does not exempt from questioning and reflections on the link with neoliberal models of competence-based education. The complexity of continuing teacher education, compromised with curricular justice, is equivalent to theoretical and practical deconstructions, unveiling the social and educational inequalities invisibility and promoting collective resistence.

Palavras-chave : Education 3.0; Innovation; Challenges; Teacher training.

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