1. AGRUPAMENTO DE ESCOLAS IBN MUCANA The "authority" of teachers in the network society. From connection to position António Batista Fevereiro 2013

2. AGRUPAMENTO DE ESCOLAS IBN MUCANA The school as an institution and teaching practice are organized as the society vertically stratified In the modern world the school has a positive project for the lives of students and families; ensure a better future through social ascension The modern teacher in the postmodern world

3. AGRUPAMENTO DE ESCOLAS IBN MUCANA The social ascent is vertical by the progressive acquisition of the new status. Modern society is vertically stratified and social mobility is guaranteed by access to new social stratum. School as "social elevator"

4. AGRUPAMENTO DE ESCOLAS IBN MUCANA This status is acquired by gradual approximation (rise) to the status of the teacher who is socially defined by the prestige of ensuring social mobility Schooling as a central symbol of social status "

5. AGRUPAMENTO DE ESCOLAS IBN MUCANA The educational background (schooling) is a continuous path of ascension and organized social Schooling as a central symbol of social status "

6. AGRUPAMENTO DE ESCOLAS IBN MUCANA Talcott Parsons, Defines social stratification as “«the differential ranking of the human individuais who compose a given social system and their treatment as superior and inferior relative to one another in centain socially important respects». What sociologists said;

7. AGRUPAMENTO DE ESCOLAS IBN MUCANA Social status is defined, in effect, as the position of a individual taken as a whole (and not just in some of their social coordinates, eg his profession) considered equally in society as a whole and 'under the aspect in which it appears all structured along a dimension superiority-inferiority. More succinctly, the social status of an individual is the point where it resides on a scale of socially hierarchical positions on the global society. T. H. MARSHALL,

8. AGRUPAMENTO DE ESCOLAS IBN MUCANA The features revealed by each of the constituent parts "of a stratified society historically defined depend not only on your situation 'intrinsic' (material conditions of existence and / or professional practices prevalent), but also (…) of the position in relation to other "constituent parts" of society to which he belongs. PIERRE BOURDIEU

9. AGRUPAMENTO DE ESCOLAS IBN MUCANA The hierarchical position of the teacher is to mediate vertically the access to schooling (which guarantees the social value). The social mediation exercised by the teacher is based on the identification of the community, families and students with the teacher's position as a benchmark social. The teacher's authority guaranteed by the position it occupies in the social hierarchy

10. AGRUPAMENTO DE ESCOLAS IBN MUCANA The hierarchical position of the teacher is to mediate vertically the access to schooling (which guarantees the social value). The social mediation exercised by the teacher is based on the identification of the community, families and students with the teacher's position as a benchmark social. The teacher's authority guaranteed by the position it occupies in the social hierarchy

11. AGRUPAMENTO DE ESCOLAS IBN MUCANA The students' behavior and motivation must take into account the acceptance of the value of learning guaranteed by the teacher The core competency of the teacher is to strengthen the social position and translate that holds through the manifestation of its status Behavior and motivation in the classroom as acceptance of authority (status) teacher

12. AGRUPAMENTO DE ESCOLAS IBN MUCANA Functional coherence of the school with the socio economic model Consistency with the economic model based on the rational organization of industrial production

13. AGRUPAMENTO DE ESCOLAS IBN MUCANA Functional coherence of the school with the socio economic model Discipline as a core value of the organization of industrial production Manufacturing integrates the vertical model of organizing society

14. AGRUPAMENTO DE ESCOLAS IBN MUCANA This world is disappearing fast -In economics, culture, art: Passage from the production paradigm to the paradigm of consumption; - Discovery continuous rather than life path - Satisfaction rather than discipline and deprivation - Affinity instead of objectives - Absence of future and present overvalued

15. AGRUPAMENTO DE ESCOLAS IBN MUCANA Arise other sociological looks… Castells -"(...) Cultures consists in communication processes and, once being based communication signals, there is no separation between" reality "and symbolic representation. (...)

16. AGRUPAMENTO DE ESCOLAS IBN MUCANA (...) The battle of the power is in our minds as we think. It determines what we do. And minds are networks: neural networks, which form their worldviews, their conceptions in relation to other people, other minds, other networks of neurons and networks of our natural and social environment.

17. AGRUPAMENTO DE ESCOLAS IBN MUCANA Society as horizontal stratification by consumption The consumption technology determines the social stratification The horizontal stratification is regulated by the technological nature of consumption; - hyper social stratification - and spraying horizontal fragmentation - layering rhythm determined by the laws of technological innovation

18. AGRUPAMENTO DE ESCOLAS IBN MUCANA Postmodernity The world of motivation and discipline of teachers authority is over... (It has no value in this new social reality.) Schooling is not a value in itself; has only an instrumental value and circumstantial and individual experience

19. AGRUPAMENTO DE ESCOLAS IBN MUCANA The connection as social identity Social identity resulting of membership; discovery of interests and creating links between common interests and shared experiences The connections are transitory and expansive The social existence is related to membership of multiple networks More networks More connections More links Is more reality

20. AGRUPAMENTO DE ESCOLAS IBN MUCANA The teacher as activator of connections The motivation of students is generated by the possibility of creating links, connections and affiliations The authority of the teacher were a basis for orientation breakthrough in "real time" The class enters students in the discovery of reality and the possibility of participation in the discovery process

21. AGRUPAMENTO DE ESCOLAS IBN MUCANA Adaptive skills of teachers Create prestige by the ability of networking Set domain authority by the discovery - in facts and reality advanced immersion Ability to generate virtual laboratories where they bind to the curricular learning experience of direct involvement in the discovery networks

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