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Comprehensive, hybrid and inclusive education in the Constructionist, Contextualized and Significant perspective (CCS)
In the 21st century demands, school overcomes the dimension of academic performance coming from the accumulation of contents, towards a mobilizing knowledge that demands a protagonist position of the student, i.e., a possibility to know and do. This configuration requires a curriculum referenced at competencies, and yet, the cognitive skills alone are not sufficient to form this student capable of facing the challenges of the 21st century, hence the emergence of an Integral Education aimed at the complete student development, based on cognitive and social emotional competencies. The acknowledgment of the damages of knowledge fragmentation and of the rational dimension overvaluation has revealed, in the educational field, the need for curricular integration actions and, of approaches that promote the full student development - cognitive and socio-emotional, mediated by the use of digital technologies. The teacher training with these competencies in a Constructionist, Contextualized and Significant approach (CCS) is the focus of this article, which unites the expertise of the Ayrton Senna Institute (IAS) in the integral training with the team of the Sao Paulo State University (Unesp), that develops researches related to training programs developed in accordance with this approach.
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