José Luiz Braga 46 Learning Dimensions Of available (“ready”) knowledge Of findings and invention of solutions | | Individual Social | | School Contextual | | Learning episodes are at any point of each dimension, and the three dimensions can compose in multiple articulations. There are no fixed correlations between variations in one dimension and others. School learning shapes the individual and society. Although it involves a good proportion of stabilized knowledge, it necessarily maintains a discovery component – even if knowledge is stabilized socially, the learner acquires it through discovery and not just as an inclusion in the memory collection S . ocial learning may originate in individuals, but it re- sults from the interaction, composition, and selection of others and other individuals and groups. Its passage to general culture does not occur by mere propagation but involves composing and clashes with stabilized knowledge, which may or may not be displac C e o d n . textual learning can imply repeatability of practic- es heavily anchored in social habits or, suddenly, modify them due to discoveries. Although school learning – constituted especially for training – seems to be opposed to contextual, life-world learning, both possibilities maintain strong flow relationships. The school is also a specific context (with its internal variations). The contextual learning that stabilizes over time, according to its relevance, (re)feeds the school learning and prepares social participants for skills to be exercised in new contextual learning. All these processes involve communicational dynamics, which make up the orchestration of variations. However, I would
RkJQdWJsaXNoZXIy MjEzNzYz