Jogando o jogo inteiro : como a escolarização aberta com STEM e IA empodera os estudantes para transformar vidas e o planeta

Alexandra Okada

doi:10.23925/1809-3876.2025v23e73918

Autores/as

Alexandra Okada University UK

DOI:

https://doi.org/10.23925/1809-3876.2025v23e73918

Palabras clave:

escolarización abierta, CUIDAR–SABER–HACER, diseño pedagógico, agencia estudiantil, competencias transversales

Resumen

Este artículo sostiene que la alfabetización en Inteligencia Artificial (IA) y las competencias transversales no surgen de enfoques fragmentados y descontextualizados, ni del mero acceso a la tecnología. Por el contrario, se desarrollan a través de la escolarización abierta, cuando el estudiantado se involucra en problemas comunitarios significativos que le importan, construye conocimiento curricular relevante y actúa en colaboración con escuelas, familias y científicos. En tres países, seis docentes implementaron el modelo CUIDAR–SABER–HACER con 330 estudiantes de familias de bajos ingresos, con edades entre 12 y 19 años. Este estudio cualitativo analiza informes de aula, encuestas y entrevistas, triangulando los resultados del estudiantado para identificar convergencia sin reanálisis. Los contrastes entre países revelan variaciones contextuales e inflexiones pedagógicas, ofreciendo una interpretación rigurosa sin implicar causalidad. Al articular la pedagogía de la autonomía de Freire, el enfoque del “juego completo” de Perkins y la educación orientada a la acción de Hodson mediante el modelo CUIDAR–SABER–HACER, el diseño pedagógico se identifica como la principal palanca para la equidad en confianza, agencia y aspiración, con el profesorado posicionado como educadores clave para capacitar al estudiantado en el presente y en el futuro.

Biografía del autor/a

Alexandra Okada, University UK

Doutora em Educação; Professora Associada em Educação Global e Transformação Digital na Open University (Reino Unido); e no Laboratório de Políticas Inclusivas da Organização das Nações Unidas para a Educação, a Ciência e a Cultura (Unesco).

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