A New School’s Aesthetics: putting the cognitive and pedagogical aspects together

Abstract

This article argues for the need to take into consideration the research results about children’s cognitive development and learning when educational reformis happening. This argument is important due to the fact that in the actual Brazilian public school its structure and organization in nothing reflects what we know about children’s learning and cognition. School administrators and policy makers do not consider these research results when organizing the schools’ settings and practices. Actually, the cognitive aspects of learning seem to be lessened in relation to the pedagogic aspects. The separation between cognition and pedagogy is detrimental do the quality of education. The school has been separated from life.