Sustainable schools: Deschooling

05/07/12 - Detecting the personal focus, having time to discover and live ones own potential. The deschooling movement puts into practice this primordial human desire, usually abandoned by circumstances throughout life in favor of an uninteresting job or the family, and many times motivated by the conditioning learned at school.
Deschooling does not necessarily mean leave the school or say that the school is not necessary anymore, or that it doesnt have to exist anymore, although some parents implement this practice and take on their childrens educational process. It is about recreating the education process, through the so-called active education. The school takes up most of the time, there is no space for creating new things, it is an overwhelming process for human nature. It does not seem healthy that children and teenagers need, necessarily, to go to school just to develop themselves when there is an entire world to do it, besides having true educators operating outside the school, says Ana Thomaz, who first started to experience the deschooling process and then did the same with her children.
In school I learned to obey, have fear, compete and compare. Vocation is not taken into consideration, whereas the search for a profession that makes me suitable into the system that is working is. Each year in the school drifts students away from themselves and their own wishes, she said.
Ana searched for answers studying the biological bases of life, in the molecular biology, in philosophers concerned with life relations such as Nietzsche, Delleuze and Spinoza; besides, she has got a degree in the Alexander Technique, which was her base into the deschooling process. So, one day her son Gutto, 12, told her that he wanted to leave school. Ana told him she would think about it, and during one year she researched practices as homeschooling which, progressively, brings the school inside home; and deschooling, when each family finds its own way to educate their children.
The process with the son included one hour of activities in the morning, ranging between physical activities, music, arts, literature, the Alexander technique and meetings with a professor of philosophy. The rest of the day was intended to free time, at her sons choice but without television and video-game. The objective was to experience the laziness so that a genuine desire would arise, she said. One day he became interested in magic and started to study it seriously. He went to London, Argentina and Guatemala in conferences and courses; and, thus, won this year, at 18, the contest of the best magician of Brazil. Since then he has been in love with what he does and is regaining the autonomy which the uninteresting school was withdrawing from him.
The other two daughters, 3 and 6 years old, do not attend school and, Ana and her husband build together their learning possibilities, day by day. Its a practical work and it has to do with us. We dont struggle against the school; we simply think the school is a tool that we use because we want to, because we feel safe. We dont fight against anything, but in favor of, really in favor of an active and potent life, since birth. The question is to change our way of observing the world. Its the knowledge without mediators, there is no (other) way, its necessary to know oneself, she concludes.

4294 Barbara Pettres

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