Learning Environments and Infrastructure - By Anne Queiroz


Nobody Can Stop Us From Believing C:

  • In what kind of environments does learning take place?
  • What kinds of physical settings are most conductive to sucessful learning?
  • What kinds of school should be built in this day and age?
     Schools are currently facing new challenges such as multiculturalism, increasing number of students, and inclusion of students with special needs. 

     Creating learning environments which help overcome these challenges as well as supporting new ways of learning is definitely something we must deeply consider.

     Schools in Finland benefit from architecture, building design, furniture and lighting that is sound, safe, functional, fit for purpose, comfortable, and generally conducted for a positive learning environment. Their audio-visual and ICT equipment is modern, of high quality and well-maittained.

     In addition to recognizing the individual needs, the competence-based curriculum, the student- centered approach, the study and career counselling offered by the schools and universities, the high qualified teachers and a society which really worries about everybody, the physical environment is a key ingredient in what makes the Finnish education system a global leader.

     Innovative school buildings and classroom design enables multifunctional learning and inspire the students to give their best. Flexible and sustainable environments support engaged learning and a good pedagogical approach.
     
     We the believers had the great opportunity to visit some of these very special learning environments. We all know that such environments do not depend on us and that we caanot afford them for the near future. But who would say that any government from Brazil would send 75 teachers from Paraíba to study in Finland and improve their own teaching and learning skills? 

     Well, here we are. It must be a sign that we should keep believing. c:

Disponível em: <www.finland.org>. Acesso em 11 de novembro de 2017.




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