TED2006
Sir Ken Robinson: Do schools kill creativity?
Ken Robinson afirma que as escolas matam a criatividade
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Sir Ken Robinson propõe de uma forma interessante e profunda a criação de um sistema educativo que acarinhe (em vez de minar) a criatividade.
Ken Robinson - Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Double-click the English transcript below to play the video.
00:24
Good morning. How are you?
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Bom dia. Como estão? Tem sido bom, não tem?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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Tenho sido abanado por tudo isto.
00:32
I've been blown away by the whole thing.
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00:34
In fact, I'm leaving.
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Na realidade, estou de saída. (Risos)
00:36
(Laughter)
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Houve três temas, não houve,
00:42
There have been three themes
running through the conference
running through the conference
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ao longo da conferência, que são relevantes
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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para o que quero falar.
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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Um é a evidência extraordinária da criatividade humana
00:52
in all of the presentations that we've had
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em todas as apresentações que tivemos
00:54
and in all of the people here.
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e em todas as pessoas aqui. A variedade de tudo
00:56
Just the variety of it
and the range of it.
and the range of it.
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e o alcance de tudo. O segundo é que nos
01:00
The second is
that it's put us in a place
that it's put us in a place
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coloca em circunstâncias onde não temos a mínima ideia do que irá acontecer,
01:02
where we have no idea
what's going to happen,
what's going to happen,
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01:04
in terms of the future.
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em termos de futuro. A mínima ideia
01:06
No idea how this may play out.
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como isto pode desenrolar-se.
01:09
I have an interest in education.
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Eu tenho um interesse na educação -
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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na realidade, o que constato é que toda a gente tem interesse na educação.
Vocês não? Eu acho isto muito interessante.
01:15
Don't you?
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01:16
I find this very interesting.
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Se forem a um jantar-convívio, e disserem
01:17
If you're at a dinner party,
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01:19
and you say you work in education --
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que trabalham na educação -
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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na realidade, se trabalham na educação, não irão com frequência a jantares-convívio,
01:24
(Laughter)
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01:28
If you work in education,
you're not asked.
you're not asked.
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(Risos) Não são convidados.
01:31
(Laughter)
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E nunca voltam a ser convidados, curiosamente. Não consigo perceber.
01:34
And you're never asked back, curiously.
That's strange to me.
That's strange to me.
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01:38
But if you are, and you say to somebody,
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Mas se forem e disserem a alguém,
sabem, perguntam-vos "O que faz?"
01:40
you know, they say, "What do you do?"
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e disserem que trabalham em educação,
01:42
and you say you work in education,
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01:44
you can see the blood run from their face.
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podem vê-los a ficar pálidos. Ficam como,
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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"Oh meu Deus", sabem, " Porquê eu? A minha única saída da semana". (Risos)
01:48
(Laughter)
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01:50
"My one night out all week."
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01:51
(Laughter)
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Mas se lhes perguntarem acerca da sua educação,
01:54
But if you ask about their education,
they pin you to the wall.
they pin you to the wall.
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não vos largam. Porque é uma daquelas coisas
01:57
Because it's one of those things
that goes deep with people, am I right?
that goes deep with people, am I right?
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muito enraizadas nas pessoas, não é verdade?
Como a religião, o dinheiro e outras coisas.
02:01
Like religion, and money and other things.
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Tenho um grande interesse na educação e penso que todos nós temos.
02:04
So I have a big interest in education,
and I think we all do.
and I think we all do.
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Nós temos um enorme interesse velado nisto,
02:08
We have a huge vested interest in it,
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sobretudo porque é a educação que é suposto
02:10
partly because it's education
that's meant to take us into this future
that's meant to take us into this future
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levar-nos para um futuro que ainda não compreendemos.
02:14
that we can't grasp.
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02:15
If you think of it,
children starting school this year
children starting school this year
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Se pensarem nisto, as crianças que começam a escola este ano
reformar-se-ão em 2065. Ninguém tem uma pista -
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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apesar de todo o conhecimento demonstrado nos últimos quatro dias -
02:25
despite all the expertise that's been
on parade for the past four days,
on parade for the past four days,
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de como o mundo será
02:29
what the world will look like
in five years' time.
in five years' time.
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num prazo de cinco anos. E, no entanto, pretendemos
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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educá-los para isso. A imprevisibilidade, penso,
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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é extraordinária.
02:36
And the third part of this
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E a terceira parte disto é que
02:38
is that we've all agreed, nonetheless,
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todos concordamos, sem dúvida, nas
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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capacidades realmente extraordinárias que as crianças têm -
02:45
their capacities for innovation.
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as suas capacidades para a inovação. Quer dizer, ontem à noite a Sirena foi uma maravilha,
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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não foi? Ver o que ela conseguiu fazer.
02:50
Just seeing what she could do.
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E ela é excepcional, mas penso que ela não é, por assim dizer,
02:52
And she's exceptional, but I think
she's not, so to speak,
she's not, so to speak,
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02:57
exceptional in the whole of childhood.
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excepcional na plenitude da infância.
O que vocês têm ali é uma pessoa de uma dedicação extraordinária
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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que encontrou um talento. E é minha convicção
03:03
who found a talent.
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que todos os miúdos têm talentos tremendos.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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E nós estragamo-los, impiedosamente.
03:07
And we squander them, pretty ruthlessly.
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Por isso quero falar acerca da educação e
03:09
So I want to talk about education
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03:12
and I want to talk about creativity.
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quero falar acerca da criatividade. A minha convicção é que
03:13
My contention is that creativity now
is as important in education as literacy,
is as important in education as literacy,
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agora, a criatividade é tão importante na educação como a literacia,
e devemos tratá-la ao mesmo nível.
03:19
and we should treat it
with the same status.
with the same status.
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(Aplausos) Obrigado. A propósito, era só isto.
03:22
(Applause) Thank you.
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03:24
(Applause)
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03:29
That was it, by the way.
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Muito obrigado. (Risos) Bem, faltam 15 minutos.
03:30
Thank you very much.
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03:31
(Laughter)
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03:33
So, 15 minutes left.
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Bem, eu nasci - não. (Risos)
03:35
(Laughter)
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03:38
Well, I was born... no.
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03:40
(Laughter)
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Ouvi recentemente uma história muito boa - adoro contá-la -
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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de uma miúda que estava numa aula de desenho. Tinha 6 anos
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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e estava no fundo da sala, a desenhar,
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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e a professora disse que esta miúda raramente
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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prestava atenção e nesta aula de desenho estava atenta.
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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A professora estava fascinada e foi ter com ela
03:57
She went over to her,
and she said, "What are you drawing?"
and she said, "What are you drawing?"
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e disse-lhe, "O que estás a desenhar?"
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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E a miúda respondeu-lhe, "Estou a desenhar uma imagem de Deus."
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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E a professora replicou, "Mas ninguém sabe como é Deus."
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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E a miúda respondeu, "Saberão daqui a pouco."
04:09
(Laughter)
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(Risos)
Quando o meu filho tinha quatro anos em Inglaterra -
04:20
When my son was four in England --
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para ser honesto, na realidade ele tem quatro anos em todo o lado. (Risos)
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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Se formos rigorosos, onde quer que fôssemos, ele nesse ano tinha quatro.
04:25
(Laughter)
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04:27
If we're being strict about it,
wherever he went, he was four that year.
wherever he went, he was four that year.
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Estava numa peça de Natal.
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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Lembram-se da história? Não, era grande.
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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Era uma grande história. O Mel Gibson fez a sequela.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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Poderão ter visto: "Natal II". Mas o James fez o papel de José,
04:38
(Laughter)
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04:40
"Nativity II."
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04:41
But James got the part of Joseph,
which we were thrilled about.
which we were thrilled about.
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pelo qual ficámos maravilhados.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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Considerámos isto como sendo um dos papéis principais.
Tínhamos o local cheio de admiradores com T-shirts:
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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"James Robinson É José!" (Risos)
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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Ele não tinha de falar mas conhecem a parte
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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em que chegam os três reis. Eles entram trazendo ofertas,
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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e trazem ouro, incenso e mirra.
04:59
This really happened.
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Isto realmente aconteceu. Estávamos lá sentados
05:00
We were sitting there and I think
they just went out of sequence,
they just went out of sequence,
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e penso que se enganaram,
porque falámos com o miúdo depois e dissemos-lhe,
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"Não te importaste?" Ele respondeu, "Não, porquê, enganei-me?"
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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Eles simplesmente trocaram, só isso.
05:09
They just switched.
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Não interessa, os três rapazes entraram em cena,
05:10
The three boys came in,
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miúdos de quatro anos com toalhas enroladas na cabeça,
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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e pousaram as caixas,
05:14
and they put these boxes down,
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05:15
and the first boy said,
"I bring you gold."
"I bring you gold."
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e o primeiro rapaz disse, "Trago-te ouro."
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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E o segundo rapaz disse, "Trago-te mirra".
05:20
And the third boy said, "Frank sent this."
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E o terceiro rapaz disse, "O Frank mandou isto". (Risos)
05:22
(Laughter)
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05:34
What these things have in common
is that kids will take a chance.
is that kids will take a chance.
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O que estas coisas têm em comum é que os miúdos arriscam.
Se não sabem, tentam.
05:37
If they don't know, they'll have a go.
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Não tenho razão? Eles não receiam estar errados.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Com isto não quero dizer que estar errado é a mesma coisa que ser criativo.
05:44
I don't mean to say that being wrong
is the same thing as being creative.
is the same thing as being creative.
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O que sabemos é,
05:48
What we do know is,
if you're not prepared to be wrong,
if you're not prepared to be wrong,
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se não estivermos preparados para errar,
05:52
you'll never come up
with anything original --
with anything original --
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nunca conseguiremos nada de original.
05:54
if you're not prepared to be wrong.
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Se não estiverem preparados para errar. E quando chegam a adultos,
05:56
And by the time they get to be adults,
most kids have lost that capacity.
most kids have lost that capacity.
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a maior parte das crianças já perdeu essa capacidade.
Eles ficam com receio de errar.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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Já agora, é assim que gerimos as nossas empresas.
06:03
And we run our companies like this.
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Estigmatizamos os enganos. E agora desenvolvemos
06:05
We stigmatize mistakes.
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06:07
And we're now running
national education systems
national education systems
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sistemas de educação nacionais onde
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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os erros são a pior coisa que podemos fazer.
06:12
And the result is that
we are educating people
we are educating people
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E o resultado é que estamos a educar pessoas sem
06:15
out of their creative capacities.
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as suas capacidades criativas. Picasso disse uma vez:
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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ele disse que todas as crianças nascem artistas.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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O problema é mantermo-nos artistas enquanto crescemos. Eu acredito nisto apaixonadamente:
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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não crescemos para a criatividade,
afastamo-nos dela. Ou antes, somos educados para a perder.
06:29
we grow out of it.
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06:30
Or rather, we get educated out if it.
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Porquê que é assim?
06:33
So why is this?
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Eu vivia em Straford-on-Avon até há cinco anos.
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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Na realidade, mudamos-nos de Stratford para Los Angeles.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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Podem imaginar a transição sem problemas que foi.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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(Risos) Na realidade,
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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vivíamos num lugar chamado Snitterfield,
nas proximidades de Stratford, que é onde
06:48
just outside Stratford,
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06:49
which is where
Shakespeare's father was born.
Shakespeare's father was born.
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o pai de Shakespeare nasceu. Vocês foram abalados por um novo pensamento? Eu fui.
06:52
Are you struck by a new thought? I was.
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06:54
You don't think of Shakespeare
having a father, do you?
having a father, do you?
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Nunca pensaram em Shakespeare como tendo um pai, pois não?
Pensaram? Porque vocês não pensam
06:57
Do you? Because you don't think
of Shakespeare being a child, do you?
of Shakespeare being a child, do you?
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em Shakespeare em criança, pensam?
07:01
Shakespeare being seven?
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Shakespeare com sete anos? Nunca pensei nisso. Quero dizer, ele teve
07:02
I never thought of it.
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07:03
I mean, he was seven at some point.
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sete anos em algum momento. Ele esteve
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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na aula de inglês de alguém, não esteve? Quão incómodo seria?
07:07
(Laughter)
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07:14
How annoying would that be?
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(Risos) "Deves esforçar-te mais". Ser mandado para a cama pelo seu pai, sabem,
07:16
(Laughter)
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07:23
"Must try harder."
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07:24
(Laughter)
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07:28
Being sent to bed by his dad, you know,
to Shakespeare, "Go to bed, now!
to Shakespeare, "Go to bed, now!
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Shakespeare, "Vai para a cama, já",
para o Wiliam Shakespeare, "e pousa o lápis.
07:32
And put the pencil down."
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e pára de falar assim. Confunde toda a gente."
07:34
(Laughter)
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07:35
"And stop speaking like that."
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07:37
(Laughter)
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07:41
"It's confusing everybody."
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(Risos)
07:42
(Laughter)
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Bem, nós mudamo-nos de Stratford para Los Angeles,
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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e só quero dizer uma coisa acerca desta mudança.
07:53
and I just want to say a word
about the transition.
about the transition.
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O meu filho não queria vir.
07:55
My son didn't want to come.
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07:57
I've got two kids;
he's 21 now, my daughter's 16.
he's 21 now, my daughter's 16.
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Eu tenho dois filhos. Ele tem agora 21; a minha filha tem 16.
08:00
He didn't want to come to Los Angeles.
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ele não queria vir para Los Angeles. Ele adorava
mas tinha uma namorada em Inglaterra. Era o amor da sua vida, Sarah.
08:02
He loved it, but he had
a girlfriend in England.
a girlfriend in England.
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08:05
This was the love of his life, Sarah.
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ele conhecia-a há um mês.
08:08
He'd known her for a month.
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Imaginem, tinham celebrado o quarto aniversário,
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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porque é muito tempo quando se tem 16.
08:13
because it's a long time when you're 16.
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Bem, ele estava muito chateado no avião,
08:16
He was really upset on the plane,
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e disse, "Nunca mais vou encontrar uma miúda como a Sarah".
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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E ficámos contentes com isso, para ser franco,
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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porque ela era a principal razão para deixarmos o país.
08:23
(Laughter)
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08:31
Because she was the main reason
we were leaving the country.
we were leaving the country.
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(Risos)
08:34
(Laughter)
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Mas percebemos algo quando nos mudamos para a América
e quando viajamos pelo mundo:
08:40
But something strikes you
when you move to America
when you move to America
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todos os sistemas de educação no planeta têm a mesma hierarquia de matérias.
08:42
and travel around the world:
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08:43
Every education system on Earth
has the same hierarchy of subjects.
has the same hierarchy of subjects.
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Todos. Não interessa onde vás.
08:47
Every one. Doesn't matter where you go.
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Podíamos pensar que seria doutra forma mas não é.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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No topo estão a matemática e as línguas,
08:51
At the top are mathematics and languages,
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depois as humanidades e na base estão as artes.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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Em todo o lado na Terra.
08:56
Everywhere on Earth.
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E em quase todos os sistemas também,
08:57
And in pretty much every system too,
there's a hierarchy within the arts.
there's a hierarchy within the arts.
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há uma hierarquia dentro das artes.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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A pintura e a música têm normalmente mais importância nas escolas
do que o teatro e a dança. Não existe um sistema educativo no planeta
09:04
than drama and dance.
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09:05
There isn't an education
system on the planet
system on the planet
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que ensine dança todos os dias às crianças
09:07
that teaches dance everyday to children
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da mesma forma que ensinam matemática. Porquê?
09:09
the way we teach them mathematics. Why?
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Porque não? Eu penso que seria bastante importante.
09:12
Why not? I think this is rather important.
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Eu penso que a matemática é muito importante mas a dança também é.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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As crianças estão sempre a dançar se lhes permitirem, todos nós dançamos.
09:17
Children dance all the time
if they're allowed to, we all do.
if they're allowed to, we all do.
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Todos temos corpos, não temos? Não me escapou nada?
09:20
We all have bodies, don't we?
Did I miss a meeting?
Did I miss a meeting?
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09:23
(Laughter)
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(Risos) Na verdade, o que acontece é,
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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quando as criançs vão crescendo, começamos a educá-las
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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progressivamente da cintura para cima. E por fim centramo-nos nas suas cabeças.
09:31
And then we focus on their heads.
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E ligeiramente para um lado.
09:33
And slightly to one side.
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Se viéssemos visitar a educação, como um extra-terrestre,
09:35
If you were to visit
education, as an alien,
education, as an alien,
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2657
09:38
and say "What's it for, public education?"
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e disséssemos "Para que serve a educação pública?".
09:41
I think you'd have to conclude,
if you look at the output,
if you look at the output,
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Eu penso que teríamos de concluir - se olhássemos para os resultados,
quem consegue o sucesso,
09:43
who really succeeds by this,
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1376
quem faz o que toda a gente espera.
09:45
who does everything that they should,
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09:47
who gets all the brownie
points, who are the winners --
points, who are the winners --
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2731
que consegue os pontos dourados, quem são os vencedores -
09:49
I think you'd have to conclude
the whole purpose of public education
the whole purpose of public education
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eu penso que teríamos que concluir que o propósito da educação pública
por todo o mundo
09:53
throughout the world
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é produzir professores universitários. Não é?
09:54
is to produce university professors.
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1953
09:56
Isn't it?
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1311
09:57
They're the people who come out the top.
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1983
Eles são os que estão no topo.
09:59
And I used to be one, so there.
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2179
E eu era um, por isso. (Risos)
10:01
(Laughter)
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E gosto de professores universitários, mas sabem,
10:04
And I like university
professors, but you know,
professors, but you know,
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3101
10:07
we shouldn't hold them up
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não os devemos ter como a referência do sucesso humano.
10:09
as the high-water mark
of all human achievement.
of all human achievement.
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10:12
They're just a form of life,
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1976
São apenas uma forma de vida,
10:14
another form of life.
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outra forma de vida. Mas são bastante curiosos,
10:15
But they're rather curious, and I say this
out of affection for them.
out of affection for them.
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e digo-o com estima por eles.
Na minha experiência, há algo curioso acerca dos professores
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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não todos, mas tipicamente, eles vivem nas suas cabeças.
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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2676
Vivem lá em cima e ligeiramente para um lado.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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Eles estão desencarnados, sabem, duma forma literal.
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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3374
Eles olham para o seu corpo
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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como uma forma de transporte para as suas cabeças, não é?
10:34
(Laughter)
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10:40
Don't they?
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(Risos) É uma maneira de levarem a cabeça a reuniões.
10:41
It's a way of getting
their head to meetings.
their head to meetings.
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2222
10:43
(Laughter)
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5512
Se querem uma prova real de experiências extra-corporais,
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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participem numa conferência residencial
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
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3486
de académicos séniores,
e vão à discoteca na última noite.
10:56
and pop into the discotheque
on the final night.
on the final night.
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2243
10:58
(Laughter)
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2801
(Risos) E lá vão ver, homens e mulheres adultos
11:01
And there, you will see it.
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11:02
Grown men and women
writhing uncontrollably, off the beat.
writhing uncontrollably, off the beat.
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abanando-se incontrolavelmente, fora de ritmo,
11:07
(Laughter)
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à espera que acabe para irem para casa escrever um artigo acerca disso.
11:09
Waiting until it ends so they can
go home and write a paper about it.
go home and write a paper about it.
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O nosso sistema de educação assenta na ideia de capacidade académica.
11:13
(Laughter)
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1904
11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
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3843
E existe uma razão.
11:19
And there's a reason.
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1241
Todo o sistema foi inventado - em todo o mundo, não houve
11:20
Around the world, there were
no public systems of education,
no public systems of education,
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3556
sistemas de educação públicos antes do século XIX.
11:23
really, before the 19th century.
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2106
Eles surgiram para
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
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2957
satisfazer as necessidades da industrialização.
A hierarquia está assente em duas ideias.
11:29
So the hierarchy is rooted on two ideas.
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2163
Número um, que as disciplinas mais úteis para o trabalho
11:31
Number one, that the most useful
subjects for work are at the top.
subjects for work are at the top.
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4597
estão no topo. Provavelmente foram benignamente afastados
11:36
So you were
probably steered benignly away
probably steered benignly away
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2031
das coisas, quando eram miúdos na escola, coisas que gostavam,
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
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674132
2934
com o argumento de que
nunca conseguiriam um emprego a fazer aquilo. Não é verdade?
11:41
on the grounds that you would
never get a job doing that. Is that right?
never get a job doing that. Is that right?
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3386
Não estudes música, não vais ser músico;
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
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2381
não aprendas pintura, não serás um artista.
11:46
don't do art, you won't be an artist.
249
682905
1801
11:48
Benign advice -- now, profoundly mistaken.
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3420
Conselho benigno - mas profundamente errado. Todo o mundo
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
251
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2145
está envolvido numa revolução.
E o segundo é capacidade académica, o que acabou por dominar
11:54
And the second is academic ability,
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2097
11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
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2885
a nossa visão da inteligência,
porque as universidades desenharam o sistema à sua imagem.
11:59
because the universities designed
the system in their image.
the system in their image.
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695373
2903
Se pensarem nisso, todo o sistema
12:02
If you think of it, the whole system
of public education around the world
of public education around the world
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3494
de educação pública em todo o mundo é um processo prolongado
de entrada na universidade.
12:05
is a protracted process
of university entrance.
of university entrance.
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2226
E a consequência é que muita gente altamente talentosa,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
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2333
brilhante, criativa, pensa que não o é,
12:10
brilliant, creative
people think they're not,
people think they're not,
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2435
porque a coisa em que eram bons na escola
12:12
because the thing
they were good at at school
they were good at at school
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2138
não era valorizada ou era até estigmatizada.
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
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2108
12:17
And I think we can't afford
to go on that way.
to go on that way.
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2296
E eu penso que não nos podemos dar ao luxo de ir por esse caminho.
12:19
In the next 30 years, according to UNESCO,
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2464
Nos próximos 30 anos, de acordo com a UNESCO,
haverá mais formados em todo o mundo
12:22
more people worldwide will be graduating
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2810
através da educação do que desde o início da história.
12:25
through education
than since the beginning of history.
than since the beginning of history.
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2546
Mais pessoas e isso é a combinação
12:27
More people, and it's the combination
of all the things we've talked about --
of all the things we've talked about --
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3681
de todas as coisas de que falámos:
tecnologia e o seu efeito transformador no trabalho, e a demografia
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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e o enorme crescimento da população.
12:34
and the huge explosion in population.
267
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1804
De repente, os graus não valem nada. Não é verdade?
12:36
Suddenly, degrees aren't worth anything.
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2865
Quando era estudante, se tivessem um grau, tinham um emprego.
12:39
Isn't that true?
269
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1380
12:40
When I was a student,
if you had a degree, you had a job.
if you had a degree, you had a job.
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2753
Se não tinham um emprego era porque não queriam um.
12:43
If you didn't have a job,
it's because you didn't want one.
it's because you didn't want one.
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2776
E, na verdade, eu não queria um. (Risos)
12:46
And I didn't want one, frankly. (Laughter)
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2676
12:49
But now kids with degrees
273
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4074
Mas agora jovens com graus vão muitas vezes
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
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3045
para casa para continuar a jogar videojogos,
porque é preciso um mestrado quando o anterior emprego exigia uma licenciatura,
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
275
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3198
e agora precisas de um doutoramento para o mesmo.
12:59
and now you need a PhD for the other.
276
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1787
É um processo de inflação académica.
13:01
It's a process of academic inflation.
277
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1776
13:03
And it indicates the whole
structure of education
structure of education
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2376
E isso indica que toda a estrutura da educação
está a mudar debaixo dos nossos pés. Precisamos de repensar radicalmente
13:05
is shifting beneath our feet.
279
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1433
13:06
We need to radically rethink
our view of intelligence.
our view of intelligence.
280
762857
2620
a nossa visão da inteligência
Sabemos três coisas acerca da inteligência.
13:09
We know three things about intelligence.
281
765501
1995
Um, é diversa. Pensamos acerca do mundo de todas as formas
13:11
One, it's diverse.
282
767520
1227
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
283
768771
3005
em que o experimentamos. Pensamos visualmente,
pensamos com som, pensamos cinestesicamente.
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
284
771800
2976
Pensamos em termos abstractos, pensamos em movimento.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
285
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2301
Segundo, a inteligência é dinâmica.
13:21
Secondly, intelligence is dynamic.
286
777246
1754
Se olharmos para as interacções do cérebro humano, como ouvimos
13:23
If you look at the interactions
of a human brain,
of a human brain,
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2389
13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
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2976
ontem em várias apresentações,
13:29
intelligence is wonderfully interactive.
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1976
a inteligência é maravilhosamente interactiva.
13:31
The brain isn't divided into compartments.
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787000
2238
O cérebro não está dividido em compartimentos.
13:33
In fact, creativity --
which I define as the process
which I define as the process
291
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3103
De facto, a criatividade, que eu defino como o processo
13:37
of having original ideas
that have value --
that have value --
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2325
de gerar ideias originais e com valor,
surge normalmente através da interacção
13:39
more often than not comes about
through the interaction
through the interaction
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2652
de diferentes formas de ver as coisas.
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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3000
O cérebro é intencionalmente - já agora,
13:46
By the way, there's a shaft of nerves
that joins the two halves of the brain
that joins the two halves of the brain
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802310
3666
existe um grupo de nervos que junta as duas metades do cérebro
13:50
called the corpus callosum.
296
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1491
chamado corpus callosum. É mais espesso na mulher.
13:51
It's thicker in women.
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1266
Seguindo as ideias de ontem, da Helen, eu penso
13:53
Following off from Helen yesterday,
298
809088
1741
que é por isto que as mulheres são melhores em tarefas simultâneas.
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
299
810853
3123
13:58
Because you are, aren't you?
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1817
Porque vocês são, não são?
13:59
There's a raft of research,
but I know it from my personal life.
but I know it from my personal life.
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3207
Existe muita investigação mas eu sei-o pela minha vida pessoal.
Se a minha esposa está a cozinhar uma refeição em casa -
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
which is not often, thankfully.
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5238
o que não é usual, felizmente. (Risos)
14:09
(Laughter)
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2854
Mas está a fazê-lo - não, ela é boa em algumas coisas -
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
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827878
2498
mas se ela está a cozinhar, sabem,
ela está a resolver coisas ao telefone,
14:14
she's dealing with people on the phone,
305
830400
1876
está a falar com os miúdos, está a pintar o tecto,
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
306
832300
2556
14:18
she's doing open-heart surgery over here.
307
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3096
está a fazer uma operação de coração aberto aqui.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
308
838000
2976
Se eu estiver a cozinhar, a porta está fechada e os miúdos fora,
14:25
the phone's on the hook,
if she comes in I get annoyed.
if she comes in I get annoyed.
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2976
o telefone está no descanso, se ela entra fico chateado.
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
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3071
Eu digo, "Por favor, Terry, estou a tentar fritar um ovo. Deixa-me em paz". (Risos)
14:31
(Laughter)
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6730
14:38
"Give me a break."
312
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1200
14:39
(Laughter)
313
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1720
Na realidade, sabem aquela antiga filosofia,
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
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857222
2499
se uma árvore cai na floresta e ninguém a ouve,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
315
859745
3253
aconteceu? Lembram-se desta piada velha?
14:47
Remember that old chestnut?
316
863252
1329
14:48
I saw a great t-shirt
recently, which said,
recently, which said,
317
864605
2409
Vi recentemente uma t-shirt muito gira que dizia, "Se um homem diz o que pensa
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
in a forest, and no woman hears him,
318
867038
3938
numa floresta e nenhuma mulher o ouve,
14:55
is he still wrong?"
319
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1396
ele ainda estará errado?" (Risos)
14:56
(Laughter)
320
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5606
15:03
And the third thing about intelligence is,
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2000
A terceira coisa sobre a inteligência é,
15:06
it's distinct.
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1369
ela é distinta. Ando a escrever um livro
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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2573
chamado "Epifania", baseado numa série de
15:10
which is based on a series
of interviews with people
of interviews with people
324
886351
2474
entrevistas com pessoas sobre como descobriram
15:12
about how they discovered their talent.
325
888849
1920
o seu talento. Estou fascinado com a forma como as pessoas lá chegaram.
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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2169
Foi despoletado por uma conversa que tive
15:16
It's really prompted by a conversation
I had with a wonderful woman
I had with a wonderful woman
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com uma mulher maravilhosa que talvez a maioria
nunca tenha ouvido falar, chamada Gillian Lynne.
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
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Ouviram falar dela? Alguns ouviram. Ela é coreógrafa
15:22
Have you heard of her? Some have.
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e todos conhecem o seu trabalho.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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Ela fez o "Cats" e o "Fantasma da Ópera".
15:27
She did "Cats" and "Phantom of the Opera."
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Ela é maravilhosa. Eu pertencia à administração do Royal Ballet, em Inglaterra.
15:29
She's wonderful.
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15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
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como podem ver.
15:32
as you can see.
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15:33
Anyway, Gillian and I had
lunch one day and I said,
lunch one day and I said,
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De qualquer modo, eu e a Gillian almoçámos um dia e eu disse,
"Gillian, como te tornaste bailarina?". E ela respondeu.
15:36
"How did you get to be a dancer?"
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15:37
It was interesting.
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Foi interessante, quando ela estava na escola,
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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ela estava desesperada. E a escola, nos anos 30,
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
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escreveu aos seus pais e disse-lhes, "Pensamos
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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que a Gillian tem um défice de aprendizagem". Ela não se conseguia concentrar,
era inquieta. Penso que agora diriam
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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que ela hiperactiva. Vocês não? Mas estávamos em 1930,
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
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15:52
But this was the 1930s, and ADHD
hadn't been invented at this point.
hadn't been invented at this point.
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e a hiperactividade ainda não tinha sido inventada nessa altura.
Não era uma doença disponível. (Risos)
15:56
It wasn't an available condition.
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15:59
(Laughter)
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As pessoas não sabiam que podiam ter isso.
16:01
People weren't aware they could have that.
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Bem, ela foi consultar um especialista. Num gabinete luxuoso.
16:03
(Laughter)
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16:06
Anyway, she went to see this specialist.
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Ela estava com a sua mãe,
e ela foi e sentou-se numa cadeira ao fundo,
16:10
So, this oak-paneled room,
and she was there with her mother,
and she was there with her mother,
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e sentou-se nas suas mãos por 20 minutos enquanto
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
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o homem falou com a mãe acerca
16:16
and she sat on her hands for 20 minutes
while this man talked to her mother
while this man talked to her mother
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dos problemas que a Gillian estava a ter na escola. E no final -
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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porque ela perturbava os outros,
16:22
Because she was disturbing people;
her homework was always late; and so on,
her homework was always late; and so on,
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os trabalhos de casa estavam sempre atrasados, etc.,
uma criança de oito - no final, o médico foi e sentou-se
16:26
little kid of eight.
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16:27
In the end, the doctor
went and sat next to Gillian, and said,
went and sat next to Gillian, and said,
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junto da Gillian e disse-lhe, "Gillian,
estive a ouvir todas as coisas que a tua mãe
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
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2705
me contou e eu preciso de falar com ela em privado".
16:33
I need to speak to her privately.
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Ele disse, "Espera aqui, já voltamos, não demoramos muito"
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
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e eles foram e deixaram-na.
16:37
and they went and left her.
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Mas, enquanto eles saíam, ele ligou o rádio
16:39
But as they went out of the room,
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que tinha na secretária. E quando eles
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
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saíram da sala, ele disse para a sua mãe,
16:44
And when they got out, he said to her
mother, "Just stand and watch her."
mother, "Just stand and watch her."
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"Espere aqui e observe-a". E assim que eles saíram da sala,
16:48
And the minute they left the room,
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contou-me, levantou-se e pôs-se a dançar com a música.
16:51
she was on her feet, moving to the music.
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E eles observaram por alguns minutos
16:53
And they watched for a few minutes
and he turned to her mother and said,
and he turned to her mother and said,
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3453
e ele virou-se para a mãe e disse,
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
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"Sr.ª Lynne, a Gillian não está doente, ela é uma bailarina.
17:01
Take her to a dance school."
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Leve-a a uma escola de dança".
17:03
I said, "What happened?"
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Eu disse, "O que aconteceu?".
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
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2976
Ela respondeu, "Ela levou-me. Não lhe posso dizer o quão maravilhoso foi.
17:08
We walked in this room
and it was full of people like me.
and it was full of people like me.
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2753
Entrámos numa sala que estava cheia de
pessoas como eu. Pessoas que não conseguiam estar quietas.
17:10
People who couldn't sit still.
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17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
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4587
Pessoas que precisavam de se mover para pensar". Que precisavam de se mover para pensar.
Eles faziam ballet, eles faziam sapateado, faziam jazz,
17:17
They did ballet, they did tap, jazz;
they did modern; they did contemporary.
they did modern; they did contemporary.
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eles faziam dança moderna, eles faziam dança contemporânea.
Ela acabou por ir a uma audição da Royal Ballet School,
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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tornou-se solista, teve uma carreira maravilhosa
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
a wonderful career at the Royal Ballet.
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no Royal Ballet. Acabou por se formar
na Royal Ballet School e
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
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fundou a sua própria companhia, a Companhia de Dança Gillian Lynne,
17:30
founded the Gillian Lynne Dance Company,
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1975
conheceu Andrew Lloyd Weber. Ela foi responsável por
17:32
met Andrew Lloyd Webber.
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17:33
She's been responsible for
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alguns dos musicais de maior sucesso
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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na história, tem dado satisfação a milhões,
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
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1034172
3072
17:41
Somebody else might have put her
on medication and told her to calm down.
on medication and told her to calm down.
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4070
e é multimilionária. Outros
tê-la-iam medicado e dito
17:45
(Applause)
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1041364
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para se acalmar.
Bem. (Aplausos) O que eu penso resume-se a isto:
17:52
What I think it comes to is this:
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Al Gore falou na outra noite
17:54
Al Gore spoke the other night
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1050200
1776
17:56
about ecology and the revolution
that was triggered by Rachel Carson.
that was triggered by Rachel Carson.
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acerca da ecologia e da revolução desencadeada por Rachel Carson.
Acredito que a nossa única esperança para o futuro
18:01
I believe our only hope for the future
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2166
é adoptar uma nova concepção de ecologia humana,
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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uma em que começamos a reconstituir a nossa concepção
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
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18:10
of the richness of human capacity.
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1976
da riqueza da capacidade humana.
18:12
Our education system has mined our minds
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O nosso sistema de educação minou as nossas mentes da forma
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
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3276
que temos esventrado a terra: por um recurso particular.
E no futuro, não nos servirá.
18:19
And for the future, it won't serve us.
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2484
Temos de repensar os princípios fundamentais
18:21
We have to rethink
the fundamental principles
the fundamental principles
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1077696
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18:24
on which we're educating our children.
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1968
com que educamos as nossas crianças. Existe
uma frase maravilhosa de Jonas Salk, que afirmou, "Se todos os insectos
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
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2674
18:28
"If all the insects
were to disappear from the Earth,
were to disappear from the Earth,
397
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5039
desaparecessem da Terra,
dentro de 50 anos toda a vida na Terra acabaria.
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
1089848
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Se todos os seres humanos desaparecessem da Terra,
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
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3072
dentro de 50 anos todas as formas de vida floresceriam."
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
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2634
E ele tem razão.
18:44
And he's right.
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1285
O que a TED celebra é a dádiva da imaginação humana.
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
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Temos de ter o cuidado de usar essa dádiva
18:50
We have to be careful now
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sabiamente, e evitar alguns dos cenários
18:52
that we use this gift wisely
404
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18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
405
1110791
3229
cenários de que falámos. E a única forma
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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1114044
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de o fazermos é reconhecendo as nossas capacidades criativas
19:02
for the richness they are
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pela riqueza que representa e vermos
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
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1119634
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as nossas crianças pela esperança que são. E a nossa tarefa
19:06
And our task is to educate
their whole being,
their whole being,
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é educar o seu ser na totalidade, para que possam encarar esse futuro.
19:09
so they can face this future.
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Já agora, podemos não ver esse futuro,
19:10
By the way -- we may not see this future,
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19:13
but they will.
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mas eles verão. E o nosso trabalho é ajuda-los
19:14
And our job is to help them
make something of it.
make something of it.
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a fazer algo dele. Muito obrigado.
19:17
Thank you very much.
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19:18
(Applause)
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ABOUT THE SPEAKER
Ken Robinson - Author/educatorCreativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.
Why you should listen
Why don't we get the best out of people? Sir Ken Robinson argues that it's because we've been educated to become good workers, rather than creative thinkers. Students with restless minds and bodies -- far from being cultivated for their energy and curiosity -- are ignored or even stigmatized, with terrible consequences. "We are educating people out of their creativity," Robinson says. It's a message with deep resonance. Robinson's TED Talk has been distributed widely around the Web since its release in June 2006. The most popular words framing blog posts on his talk? "Everyone should watch this."
A visionary cultural leader, Sir Ken led the British government's 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements. His 2009 book, The Element: How Finding Your Passion Changes Everything, is a New York Times bestseller and has been translated into 21 languages. A 10th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative, was published in 2011. His 2013 book, Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life, is a practical guide that answers questions about finding your personal Element. In his latest book, Creative Schools: The Grassroots Revolution That’s Transforming Education, he argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students.
Ken Robinson | Speaker | TED.com