This article aims to demonstrate the need for restructuring the education system in all countries of the world as a consequence of the profound changes that are occurring in the world of work due to the technological advance, especially with the use of artificial intelligence in productive activities.

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THE FUTURE OF WORK AND EDUCATION IN THE WORLD
Fernando Alcoforado
Abstract: This article aims to demonstrate the need for restructuring the education system in all
countries of the world as a consequence of the profound changes that are occurring in the world of work
due to the technological advance, especially with the use of artificial intelligence in productive activities.
Keywords: Technological advancement, Future of working, New education system required.
1. Introduction
This article aims to demonstrate the need to restructure the education system in all countries of
the world to adapt to the profound changes that are occurring in the world of work arising from
technological advances. This study was based on in-depth research in the existing literature that
addresses contemporary technological advancement and its impact on society and especially on
the world of work, as well as propositions related to new education to be implemented to
address the changes in the world of work in the contemporary era. The methodology used in the
work was to identify the characteristics of the current technological progress in the
contemporary era and its impact on the world of work to characterize the new education system
required in an economic future with the use of intelligent machines in productive activities and
in society in general.
2. Contemporary Technological Advancement
The Post-Industrial Society is the proposed name for an economy that underwent a series of
specific changes after the industrialization process. The concept was introduced by the
sociologist and professor of Harvard University Daniel Bell in 1962 and detailed in his work
The Coming of Post Industrial Society: A Venture in Social Forecasting from 1976. The Post-
industrial Society is marked by a rapid growth of the sector of services, as opposed to the
industrial sector, and a rapid increase in information technology, with knowledge and creativity
being the crucial raw materials of such economies. This is why the post-industrial era is also
known as the era of information and knowledge (BELL, 1976).
One of the main characteristics of the Post-Industrial Society is the large-scale use of
information technology. The informational or information technology revolution spread from
the 1970s and 1980s, gaining intensity in the 1990s with the spread of the Internet, that is,
computer network communication. Why call this process of revolution? Because
computerization penetrated society as well as the electric energy resulting from the Second
Industrial Revolution that reconfigured city life. The computer, icon of the new, networked

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revolution is changing people's relationship with time and space. The computer resuscitated the
writing after the supremacy of the audiovisual media, mainly after the empire of the televising
communication. Information networks allow you to expand your ability to think in an
unimaginable way.
In The Second Machine Age, its authors claim that the combination of massive
computing power with comprehensive networks, machine learning, digital mapping,
and the "Internet of Things" are producing a complete industrial revolution in the same
scale as the transformations caused by steam energy and electricity. But while these
older revolutions supplanted human (and equine) physical strength, the new one will
supplant much of human cognition, and the work that required employing people to do
information processing tasks will ultimately be done by computers. The implication is
that even people in many white-collar occupations may find themselves unemployed.
Most people have no idea of the capabilities of these new technologies. The threat to
current jobs is quite evident. Boston Consulting Group predicts that by 2025, up to a
quarter of jobs will be replaced by softwares or robots, while a study by the University
of Oxford in the UK shows that 47% of current jobs in the country run the risk of being
automated in the next two decades (BRYNJOLFSSON and McAFEEE, 2016).
It should be noted that Artificial Intelligence (AI) is the human-like intelligence
exhibited by mechanisms or software. The main purpose of AI systems is to perform
functions considered to be intelligent. Experts believe that the intelligence of machines
will match that of humans by 2050, thanks to a new era in their ability to learn.
Computers are already beginning to assimilate information from collected data. That
means we're creating machines that can teach themselves to play computer games - and
be very good at them - and also communicate by simulating human speech, as with
smartphones and their virtual assistant systems. It is important to note that even though
Artificial Intelligence does not lead to a scenario of mass unemployment in the short
term, it can take it in the medium and long term. The threat to current jobs is quite
evident.
3. The future of working with the use of intelligent machines
Most jobs involve a number of tasks or processes. Some of them are more routine, while

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others require judgment, social skills, and other human capabilities. The more routine
and rules-based are the activities more favorable is automation. In the past, technology
destroyed jobs, but it created others. This time it will be different because Artificial
Intelligence will end up replacing many jobs, including those of high skill, also creating
some new ones.
The professions most threatened by robots, according to Wakefield, are taxi drivers,
factory workers, journalists, doctors, lawyers, office workers, freight delivery workers,
police officers, etc. Taxi drivers around the world are threatened by Uber as well as
drivers in general by vehicle manufacturers who are already manufacturing standalone
vehicles that do not require the presence of the driver. Factory workers are threatened
because the assembly lines are being increasingly automated. The profession of
journalist is threatened because in the near future, reports will no longer be written by
journalists, but by software capable of collecting data and transforming it into
minimally comprehensible texts. Doctors are threatened because some medical
procedures are done more quickly by robots who are already helping doctors perform
surgeries. Office workers are already being replaced by smart machines that perform
countless of their tasks. Workers engaged in the delivery of goods will be replaced by
drones or vehicles without a driver. Police and military will be replaced by robots
(WAKEFIELD, 2015).
It is believed that the economic effects of Artificial Intelligence on so-called cognitive
human jobs (those formerly considered in the industrial era as "office work") will be
analogous to the effects of automation and robotics on industrial manufacturing work,
where workers eventually lose jobs even possessing technical, often specialized,
knowledge that has negatively impacted on their social status and their ability to provide
for the needs of their families. With labor becoming a less important factor in
production compared to intellectual capital and the ability to use it to generate value, it
is possible that the majority of citizens may find it difficult to find work in the future
(TIBAU, 2016).
Martin Ford, a futurist and author dedicated to the study of artificial intelligence,
robotics and the impact on employment, society and economics, is the author of two
books: Rise of the Robots: Technology and the Threat of a Jobless Future published in

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2015 and The Lights in the Tunnel: Automation, Accelerating Technology and the
Economy of the Future, published in 2009 which address the effects of automation and
the potential for structural unemployment that is dramatically increasing social
inequality. Ford was the first author of the 21st century to publish a book (The Lights in
the Tunnel) presenting a strong argument that advances in robotics and artificial
intelligence would eventually render a large fraction of the human workforce obsolete.
In subsequent years other books presented similar arguments and Martin Ford's thesis
was supported by a number of academic studies, mainly by Oxford University
researchers, who found in 2013 that the jobs held by about 47% of the The United
States could be susceptible to automation in the next two decades.
In 2013, researchers at Oxford University published a detailed study of the impact of computing
on employment in the United States, considering recent advances in machine learning and
mobile robots. They analyzed each of the professional categories cataloged by the U.S. Bureau
of Labor Statistics based on a database of skills required to perform those jobs. The researchers
found that 47 percent of current jobs are at high risk of automation in the coming years and
decades and another 19 percent at medium risk. They consider that only a third of current
workers are saved from replacement in the next one or two decades.
Researchers at Oxford University have concluded that blue-collar professions that are most
likely to be replaced by automation are as follows: 1) sewage diggers; 2) supervision of
repairers; 3) machine operators; 4) teller; (5) transport, reception and transit officials; 6) drivers;
7) inspectors, testers, classifiers and samplers; 8) projector of images in the cinema; 9) boxes;
10) grinders and polishers; 11) rural workers; 12) lobbyists, ticket takers; 13) cooks; 14) game
dealers; 15) locomotive engineers; 16) over-the-counter attendants; 17) post office employees;
18) landscapers and gardeners; 19) assemblers of electrical and electronic equipment; and 20)
workers for printing, binding and finishing. On the other hand, the professions less susceptible
to automation among the "blue-collars" are the following: 1) recreational therapists; 2)
audiologists; 3) occupational therapists; 4) orthopedic and prosthetic technicians; 5)
choreographers; 6) doctors and surgeons; 7) dentists and orthodontists; 8) physical education
instructors; 9) foresters; 10) nurses; 11) make-up artists; 12) pharmaceuticals; 13) coaches and
scouts; 14) physical therapists; 15) photographers; 16) chiropractors; 17) veterinarians; 18)
artists and artisans; 19) floral designers; and, 20) designers of fabrics and clothing.
Researchers at Oxford University have concluded that professions requiring white collar work
that are most likely to be replaced by automation are: (1) income tax preparers; 2) title

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examiners; 3) service subscribers and claim processors; 4) brokerage and data entry employees;
5) loan officers; 6) credit analyst; 7) accountants and auditors; 8) salaried employees; 9)
archivist; 10) distribution panel operators; 11) benefit managers; 12) library assistants; (13)
nuclear reactor operators; 14) budget analyst; 15) technical clerks; 16) medical transcribers; 17)
cartographers; 18) reviewers; 19) word processors and typist. The professions less susceptible to
automation among white-collars are the following: 1) system analyst; 2) engineers; 3)
multimedia artists and entertainers; 4) computer scientist and information scientist; 5) chief
executive; 6) composers; 7) fashion designers; 8) photographers; 8) database administrators; 9)
purchasing managers; 10) lawyers; 11) writers and authors; 12) software developers; 13)
mathematicians; 14) publishers; 15) graphic designers; 16) air traffic controllers; 17) sound
engineers; and, 18) office editors (desktop).
According to Ford, in 2013, a typical worker was paid 13% less than in 1973, after adjusting for
inflation, even with a productivity increase of 107% (FORD, 2015). Ford states that in January
2010 the Washington Post reported that in the first decade of the twenty-first century there was
no job creation and that this had not happened since the Great Depression of 1929. Ford (2015)
states that the loss of the first decade of the twenty-first century is surprising given the need for
the United States to create one million jobs a year. Social inequalities in the United States have
grown to levels never seen before since 1929 and labor share in national income has steadily
declined.
Ford (2015) states that we live in an era defined by the fundamental shift between
workers and machines and that this change challenges one of the basic assumptions
about technology that machines are tools that increases worker productivity. Instead,
machines are turning into workers. All this progress comes from the relentless
acceleration of computer technology. Moore's Law that the capacity of computers
doubles every 18 or 24 months has been maintained to the present moment. Moore's
Law emerged in 1965 through a concept established by Gordon Earl Moore. Such a law
says that the processing power of computers doubles every 18 or 24 months. There is no
way to say that this law will perpetuate itself for much longer, but so far it has been
valid. There is every reason to believe that robots will replace human beings in the labor
market. According to Brynjolfsson and McAfee, we have technologies that are shaping
the world we are heading for. The threat to current jobs is quite evident (WAKEFIELD,
2015).
4. The impact of artificial intelligence on society

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In addition to being a threat to the social ascent of the workers, the advance of artificial
intelligence may call into question the existence of the capitalist system itself, insofar as
mass unemployment will increasingly contribute to the decline in the consumption of
goods and services. This situation would lead to the cessation of the capital
accumulation process without which the capitalist system would be brought to collapse.
The solutions that are presented to mitigate the effects of the unemployment generated
by the technological advance in the contemporary era concern the adoption of the
Creative Economy, the Social and Solidarity Economy and the Program of Transfer of
Income. The question is whether the Creative Economy and the Social and Solidarity
Economy can compensate for the mass unemployment that productive activities will
generally provide with the use of artificial intelligence. The Income Transfer Program
through which the State would provide income to the unemployed would be adopted to
compensate for the shortcomings of the Creative Economy and the Social and Solidarity
Economy.
Marisa Adán Gil reports that "one of the most effective ways of generating new jobs is
to stimulate the creative industry, according to George Windsor, director of research at
Nesta, a nonprofit organization that aims to stimulate the 12 sectors of the creative
economy in the Kingdom United. In Windsor's view, job creation linked to creativity
has enormous potential to move the economy. According to George Windsor, "the
creative industry adds value to products in a way that no other industry is capable of"
and that there are several ways to generate jobs related to the Creative Economy:
stimulate the gaming industry; develop local creative nuclei that work on the basis of
the cultural traditions of each region; facilitate credit for creative sectors of the
economy; investment in design and technology education. If the British government
embraces these measures, George Windsor believes it is possible to create 1 million
jobs in the UK by 2030. Today, the Creative Economy is one of the fastest growing
sectors of the world economy. It is also one of the most profitable areas in terms of
generating profits, jobs and exporting goods and services, according to George Windsor
(GIL, 2015).

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The term "Creative Economy" refers to activities with socio-economic potential that deal with
creativity, knowledge and information. In order to understand it, it is necessary to keep in mind
that companies of this sector combine the creation, production and commercialization of
cultural creative assets and innovation such as Fashion, Art, Digital Media, Advertising,
Journalism, Photography and Architecture. In common, area businesses rely on talent and
creativity to effectively exist. They are distributed in 13 different areas: 1) architecture; 2)
advertising; 3) design; 4) arts and antiques; 5) crafts; 6) fashion; 7) cinema and video; 8)
television; 9) publications; 10) performing arts; 11) radio; 12) leisure software; and, 13) music.
It is important to say that by focusing on creativity, imagination and innovation as its main
characteristic, the creative economy is not restricted to products, services or technologies. It also
encompasses processes, business models, management models, among others (DESCOLA,
2016).
In sectors linked to art, for example, such as the performing arts, visuals and music, the number
of opportunities that stimulate specialized filming, recording and photography services is
increasing. In addition, the individual interested in this area may also choose to specialize in
show management and art direction; creation of scenery and costumes, for example, in addition
to services of lighting, sound, image. In this area, there are also painting studios, for example. In
the communications sector, the list of specializations is also great: attendance to the public;
traditional and digital marketing, creation of websites, brands and portals. There are also the
media-related segments, which include the production of videos and games, and audiovisual
distribution and display systems, which also generate countless jobs, that is, from creating
content to managing and distributing it, being, therefore, an area quite rich in opportunity.
Advertising also stimulates publication, reproduction and printing services, as well as the
management of agencies and advertising companies. This group is very rich and diverse
contemplating several professions in all the stages of production, recording, finalization and
post-production of advertisements, marketing etc. Among the businesses related to design,
architecture, among others, are, for example, agencies and startups, architectural and
engineering technical offices and design studios.
Social and Solidarity Economy is one of the ways of the future to invent other ways of
producing and consuming contributing to greater social cohesion. This is the opinion of
Géraldine Lacroix and Romain Slitine presented in his work L´économie sociale et
solidaire (2016). According to Lacroix and Slitine, from fair trade to solidarity saving
through social innovations in the field of environmental protection, the fight against
social exclusion or equal opportunities, the Social and Solidarity Economy offers

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answers to many questions of contemporary society. In this work it is reported that the
Social and Solidarity Economy corresponds to 10% of GDP and accounts for 12.7% of
employment in France. In Brazil, the Social and Solidarity Economy represents 1% of
GDP (REDE BRASIL ATUAL, 2015).
The Social and Solidarity Economy is a new model of economic, social, political and
environmental development that represents a different way of generating work and income, in
several sectors, be it community banks, credit cooperatives, family agriculture cooperatives, the
issue of fair trade, exchange clubs, etc. It is a new way of organizing work and economic
activities in general, emerging as an important alternative for the inclusion of workers in the
labor market, giving a new opportunity to them through self-management. With the possibility
of recovering and continuing the companies with a bankruptcy, with a new mode of production,
where profit maximization is no longer the main objective, leading to the maximization of
quantity and quality of work.
With the first Industrial Revolution, in the late eighteenth century, the Social and Solidarity
Economy emerged in Europe. However, it was in Britain (more precisely in England) that it
strengthened from the nineteenth century onwards, as a "response to the worsening of the labor
crisis" and growing dissatisfaction with the performance of the public social security system.
Faced with these economic and social gaps that the history of capitalism has produced emerges,
as an alternative model, the Social and Solidarity Economy (SILVA and SILVA, 2008).
The Social and Solidarity Economy was created by workers, in the early days of
industrial capitalism. In its resurgence around the late twentieth century, it was set up as
a response of the workers to the productive restructuring of global capitalism and to the
abusive and unprincipled use of new technologies that led to mass unemployment and
corporate bankruptcy. The Social and Solidarity Economy is a possible alternative for
workers who are, for the most part, excluded from the formal labor market and
consumption. The Social and Solidarity Economy has emerged in various parts of the
world with practices of economic and social relations that are promoting the survival
and the improvement of the quality of life of millions of people. These practices are
based on solidary relations of collaboration, inspired by cultural values that place the
human being as the subject and purpose of economic activity, instead of private
accumulation of wealth in general and capital in particular.

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If we accept the idea that it is unrealistic to prevent the advance of automation and that
more investment in education and training is unlikely to solve the problem of
unemployment, Ford believes that the most effective solution is to adopt an income
guarantee policy for workers (FORD, 2015). This idea is not new. Friedrich August von
Hayek, Austrian economist and philosopher, later naturalized British, considered one of
the greatest representatives of the Austrian School of economic thought, was the
powerful proponent of this idea when he published between 1973 and 1979 his work
Law, Legislation and Liberty (Routledge, 1988) . The neoliberal income transfer
program of the Lula and Dilma Rousseff governments in Brazil, the Bolsa Família, is an
example of the application of Hayek's income guarantee policy.
In addition to the need to provide basic liquid security, Ford (2015) argues that there is a
powerful argument for the adoption of income guarantee policy because technological
advancement promotes social inequality and threatens consumption. As the labor
market continues to erode and wages stagnate or fall, the mechanism that ensures
consumers' purchasing power begins to break down and the demand for products and
services suffer as a result. Faced with this fact, Martin Ford believes that a restructuring
of the economy will be required. In practice, the income guarantee policy would be a
strategy that, alongside the adoption of the Creative Economy and the Social and
Solidarity Economy, would provide the conditions for workers to face the mass
unemployment generated by the world capitalist system. It would require the
governments of the countries of the world to levy taxes from high-tech companies to
ensure the adoption of the income guarantee policy for the unemployed population. The
Income Transfer Program through which the State would provide income to the
unemployed would be adopted to compensate for the insufficiencies of the Creative
Economy and the Social and Solidarity Economy in the generation of employment.
5. The new education system required in an economic future with the use of
intelligent machines
One of the objectives of a country's education system is to plan the preparation and
continuous updating of people to the labor market. The great challenge of education is
represented by the rapid changes that are occurring in the world of work thanks to the

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technological advance, especially to the impact of artificial intelligence that was born
from Computer Science and is an extremely multidisciplinary area that involves
Psychology, Neuroscience, Decision Theory and Economics, which may lead to the
termination of some professions and generate mass unemployment of skilled and
unskilled workers.
All of this suggests that we are experiencing a transition that puts enormous strain on
the economy and society. Education offered in the current mold to workers and students
who are preparing to enter the labor market will probably be ineffective. In other words,
education systems are preparing workers for a world of work that will cease to exist.
The future of work in a world with Artificial Intelligence requires the adoption of new
measures aimed at the qualification of the workforce that should know how to use
technology as a complement, a tool, not as a substitute for their abilities. Some
functions are assigned to intelligent machines and systems. New functions for humans
arise in the face of this new scenario.
It is incumbent upon education system planners to identify the role of human beings in
the world of work in the future with the presence of intelligent machines to bring about
a wide-ranging revolution in education at all levels, including the qualification of
teachers and the structuring of educational units for to prepare their students for a world
of work where people will have to deal with intelligent machines and, on the other hand,
to be able to develop activities related to the Creative Economy and the Social and
Solidarity Economy. The curricula of education units at all levels must be deeply
restructured to achieve these goals.
One fact is indisputable: technological advances are harming some labor markets. This
situation places the need for governments to prepare workers for the acquisition of new
skills by helping them to adapt to market demands as needed. This includes making
education and training flexible enough to teach new skills quickly and efficiently,
putting more emphasis on lifelong learning, using online learning and game simulation
(IT FORUM 365, 2016).
Education, training, reduction of working hours and creation or re-adaptation of goods
and services that require more human intervention can help to mitigate the negative

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economic effects of automation, especially Artificial Intelligence. With a new
education, it will be possible to prepare workers to perform their activities adjusted to
the new times. In order to implement a new education, it is imperative that we begin to
identify the necessary skills for 21st century work and adjust our obsolete educational
system to form citizens better equipped for a reality that is different from the industrial
era that is coming to an end and still prevails at the moment.
Murilo Gun, a lecturer who graduated from Singularity University and a professor of
creativity, listed four skills that will be essential in an exponential growth future with
disruptive technologies such as Artificial Intelligence: 1) Interpersonal Intelligence- the
ability to relate to other people, the ability to create empathy, which is related to
leadership capacity; 2) Intrapersonal intelligence - the ability to relate to oneself,
emphasizing self-knowledge, self-control and mastery of emotions; 3) Artificial
Intelligence - ability to understand the impact of technology, such as Artificial
Intelligence and robotics, and use these resources as tools to expand human potential;
and, 4) Creative intelligence - the main differential between human and artificial
intelligence, that is, developing the capacity to create something new, using the other
intelligences and applying them in an innovative way (SAP, 2017).
Countries such as Switzerland and Finland have already begun to actively consider this
new reality and have started a process of adapting their societies - which began by
reformulating their educational systems, favoring the development of the ability to
metacognition (human capacity to monitor and self-regulate) cognitive processes, ie the
human being's ability to be aware of his actions and thoughts), language proficiency
(especially in English, because most human knowledge is registered in this language)
and a curriculum based on STEM (Science, Technology, Engineering and Mathematics)
associated with the Greek "method" of "liberal art" for understanding that it is an
efficient way of adapting the way of thinking to a mentality more directed to the
creation of intellectual property, in which the connection of knowledge is emphasized -
of form more comprehensively - and imagination - to act creatively in society and
generate innovation (TIBAU, 2016).
6. Conclusions

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Considering that education aims to prepare people for life and for the current and future
labor market and that the world will very soon be quite different from what it is today, it
is necessary to structure the education system to meet the needs not only of the present,
but above all of the future. Article published on the Blog da CONQUER - a nova escola
under the title 6 tendências para o futuro da educação (6 trends for the future of
education), available on the website <http://escolaconquer.com.br/6-tendencias-para-o-
futuro-da-educacao/>, informs that the education system must follow the changes in the
world. The 6 trends of the education system of the future are as follows:
1. Classrooms- Instead of being intended for theory, the rooms will have the purpose of
practice. The student learns theory at home and practices in classrooms with the help of
a teacher / mentor.
2. Personalized learning - Students will learn with tools that adapt to their own abilities,
being able to learn in different time and places. This means that above-average students
will be challenged with more difficult exercises and those with more difficulty will have
the opportunity to practice more until they reach the desired level. This process will
make teachers more able to see clearly what kind of help each student needs.
3. Free choice - Students will have the freedom to modify their learning process,
choosing the subjects they wish to learn based on their own preferences and may use
different devices, programs and techniques that they deem necessary for their own
learning.
4. Practical applicability- Knowledge will not only be in theory, it will be put into
practice through projects so that students acquire the mastery of technique and also
practice organization, teamwork and leadership.
5. QE> IQ (emotional quotient> intelligence quotient) - Since technology brings more
efficiency and is increasingly replacing human work in several areas, training should
include the presence of essentially human skills and value social interactions. Schools
should provide more opportunities for students to acquire real world skills that will
make a difference in their work. That means more space for work programs, more
collaborative projects, more practice.
6. The evaluation system will change - Many argue that how the quiz system is not
effective because many students just decorate the contents and forget them the day after
the evaluation. Moreover, this system does not adequately assess what the student is

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actually able to do with that content in practice. Therefore, the tendency is that the
evaluations happen to occur in the realization of real projects, with the students putting
their hand in the mass.
In the text Educação do Futuro (Education of the Future), available on the website
<https://www.goconqr.com/pt-BR/examtime/blog/educacao-futuro/>, an interview was
presented by José Moran, researcher and adviser of Innovative Educational Projects
with active methodologies in face-to-face and online courses and author of the book A
educação que desejamos: novos desafios e como chegar lá (The education we want:
new challenges and how to get there). The main aspects considered by him are as
follows:
1. A single model, proposed, path to education should not be adopted. Working with
challenges, with real projects, with games seems the most important path today, but it
can be done in many ways and in different contexts. We can teach for problems and
projects in a disciplinary model and in models without isolated disciplines; with more
open models - of more participatory and procedural construction - and with more
scripted models, previously prepared, planned in the smallest details.
2. Some components are fundamental to learning success: the creation of challenges,
activities, games that actually bring the necessary skills to each stage, which solicit
pertinent information that offer stimulating rewards that combine personal pathways
with meaningful participation in groups, which are embedded in adaptive platforms that
recognize each student and at the same time learn through interaction, all using the right
technologies. The articulator of the individual and group stages is the teacher, with his
ability to monitor, mediate, analyze the processes, results, gaps and needs, based on the
individual and group courses. This new role of the teacher is more complex than the
previous one of transmitting information. It needs a preparation in broader skills,
beyond the knowledge of the content, how to adapt to the group and each student; plan,
monitor and evaluate meaningful and different activities.
3. Teaching and learning can be done in a much more flexible, active and rhythm-based
way for each student. The most interesting and promising model of use of technologies
is to concentrate on the virtual environment what is basic information and in the
classroom the most creative and supervised activities. The combination of learning by
challenges, real problems, games is very important for students to learn by doing, to

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learn together and to learn at their own pace as well. And it is decisive also to value
more the role of the teacher as manager of processes rich in meaningful learning and not
that of a simple information transfer. If we change the mindset of teachers to be
mediators, they can use the near resources, simple technologies such as those on the cell
phone, a camera to illustrate, a free program to gather images and have interesting
stories, and students to be authors, the protagonists of their learning process.
4. The challenges of changing education are structural. There is a need to increase the
number of quality schools, schools with good managers, teachers and infrastructure that
can motivate students and really promote meaningful, complex and comprehensive
learning. There needs to be a career plan, training and valuation of educational
managers and teachers. Consistent training policies are needed to attract the best
teachers, reward them well and qualify them better, innovative management policies
that lead to successful management models for basic and higher education.
5. Educators need to learn to be people and professionals in difficult and precarious
contexts, to learn to evolve in all fields, to be more affective, and at the same time to
know how to manage groups. They must become inspiring and motivational educators.
Author
FERNANDO ALCOFORADO, awarded the medal of Engineering Merit of the
CONFEA / CREA System, PhD in Territorial Planning and Regional Development
from the University of Barcelona, Spain, he graduated in Electrical Engineering from
UFBA - Federal University of Bahia, Brazil, and Specialist in Engineering Economy
and Industrial Administration from UFRJ - Federal University of Rio de Janeiro, Brazil.
Currently holds the position of professor of MBA in Business Management from FGV -
Fundação Getúlio Vargas and postgraduate courses in Administration, Economics and
Engineering from several Brazilian educational institutions and as a Consultant in the
areas of strategic planning, business planning, regional planning, planning of systems of
science, technology and innovation and planning of systems of energy. He held the
positions of Coordinator of Strategic Planning of Ceped- Research and Development
Center, Secretary of Planning of City of Salvador, Undersecretary of Energy of the State
of Bahia, President of IRAE - Instituto Rômulo Almeida of Higher Studies, Director of
the Faculty of Administration of the Faculties Integrated Olga Mettig of Salvador, Bahia
and Consultant of Winrock International in the area of renewable energy and UNESCO-

15. 15
United Nations Educational, Scientific and Cultural Organization and Culture. He
received the Brazilian Medal of Merit of Engineering from the CONFEA (Federal
Council of Engineering and Agronomy of Brazil) and he is a member of the Bahia
Academy of Education. He is the author of 13 books which deal with issues relating to
Brazilian Economy, Energy, Economic and Social Development, Environment, Global
Warming and Globalization.
REFERENCES
BELL, Daniel. The Coming of Post Industrial Society: A Venture in Social Forecasting.
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