The learning myth: Why I’ll never tell my son he’s smart – Sal Khan

My 5-year-­old son has just started reading. Every night, we lie on his bed and he reads a short book to me. Inevitably, he’ll hit a word that he has trouble with: last night the word was “gratefully.” He eventually got it after a fairly painful minute. He then said, “Dad, aren’t you glad how I struggled with that word? I think I could feel my brain growing.” I smiled: my son was now verbalizing the tell­-tale signs of a “growth­ mindset.” But this wasn’t by accident. Recently, I put into practice research I had been reading about for the past few years: I decided to praise my son not when he succeeded at things he was already good at, but when he persevered with things that he found difficult. I stressed to him that by struggling, your brain grows. Between the deep body of research on the field of learning mindsets and this personal experience with my son, I am more convinced than ever that mindsets toward learning could matter more than anything else we teach.

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Resumo do texto “Educação? Educações: aprender com o índio”

Obra: BRANDÃO, Carlos Rodrigues. O que é Educação. São Paulo: Brasiliense, 1995.

Texto: Educação? Educações: aprender com o índio.

Ideia Inicial
O texto de Brandão nos leva a refletir sobre a pluralidade do termo “educação”, a começar pelo título. Como a educação integra as práticas sociais de diferentes grupos, é possível entender, assim, a sua diversidade. Educações, sim, um conjunto de processos que constituem o nosso dia a dia. Em cada experiência cotidiana, deparamo-nos com a educação, isto é, lidamos com o ensino e o aprendizado.

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