THE SURFER STUDENT IN LIQUID MODERNITY: CHALLENGES AND CURRICULUM POSSIBILITIES

desafios e possibilidades do currículo

Abstract

This article explores the transition to liquid modernity and its impact on new generations, particularly the "surfer students" who, although they ride the waves of knowledge, often fail to establish lasting connections with it. The objective is to analyze the characteristics and challenges faced by these students in the context of liquid modernity, based on the theories of Bauman, Bateson, and Piaget, and to explore how the curriculum can be adapted to meet the needs of this new student profile. In the first section, we use Bauman's Critical Theory to analyze liquid modernity and its implications for the formation of subjectivities, addressing topics such as capital mobility, its impact on education, and the importance of reconstructing public space. In the second section, we discuss the evolution of education from solid modernity to liquid-modernity, highlighting the impact of neoliberalism and the volatility of information, which demand a reevaluation of educational purposes and methods. The third section examines Bateson's learning theory, which addresses different levels of learning and their relationship with individual adaptation. We also present examples of pedagogical proposals that reflect the concept of an open and diverse curriculum. The conclusion emphasizes the need for an open curriculum that balances the accumulated knowledge of humanity with the context of the students.