Palavras chave

Educação para o futuro, estudos do futuro, alfabetização, interdisciplinaridade, comunicação, revisão sistemática

Resumo

Estudos futuros oferecem uma estrutura de ideias e arranjos para desenvolver imagens mais produtivas do futuro e formas de trabalhar com ele. Embora existam múltiplos esforços para transferir essas abordagens para diferentes âmbitos educacionais, ainda é um campo a ser desenvolvido. O objetivo central deste artigo é expor e discutir os últimos avanços e contribuições acadêmicas internacionais dos estudos futuros em educação. Para isso, foi realizada uma revisão sistemática da literatura utilizando as bases de dados Web of Science e Scopus, considerando artigos publicados entre 2012 e 2022. Foi considerada uma amostra inicial de 437 artigos que, por aplicação de critérios de exclusão, foi reduzida a 50 artigos que ligavam diretamente estudos futuros às questões educacionais. Os achados mostram que as publicações contêm propostas educativas, que há um equilíbrio entre estudos teóricos e empíricos, que se concentram em revistas especializadas de alguns países, e que a multidisciplinaridade é limitada, fora das Ciências Sociais. Da mesma forma, descobrimos que a abordagem preditiva e as visões negativas não estão presentes. Conclui-se que a alfabetização do futuro é um elemento chave para aproximar as ideias dos estudos do futuro do campo educacional, assim como contribuem para mudar as formas de trabalhar e conceituar o futuro na educação e que, ainda, promovem dinâmicas transformadoras.

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Referências

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Recebido: 24-02-2022

Revisado: 31-03-2022

Aceite: 12-05-2022

OnlineFirst: 30-06-2022

Data de publicação: 01-10-2022

Tempo de revisão do artigo: 34 dias | Tempo médio de revisão do número 73: 43 dias

Tempo de aceitação do artigo: 76 dias | Tempo médio de aceitação do número 73: 88 dias

Tempo de edição da pré-impressão: 173 dias | Tempo médio de edição pré-impressão do número 73: 185 dias

Tempo de processamento do artigo: 218 dias | Tempo médio de processamento do número 73: 230 dias

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Salmerón Aroca, J.A., Moreno Abellán, P., Martínez de Miguel López, S.. Teachers’ Professional Development and Intelligent Ways of Coping with It: A Systematic Review in Elementary and Middle School Education), Journal of Intelligence, .

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Menéndez-Alvarez-Hevia, D., Urbina-Ramírez, S., Forteza-Forteza, D., & Rodríguez-Martín, A. (2022). Contributions of futures studies to education: A systematic review. [Contribuciones de los estudios de futuros para la educación: Una revisión sistemática]. Comunicar, 73, 9-20. https://doi.org/10.3916/C73-2022-01

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