Disruptive Experiences in Contemporary Education

Abstract

In this context of the digital and interconnected society, where several changes are announced. Education needs to rethink new learning opportunities. Therefore, this article seeks to investigate educational experiences that are announced to be disruptive in this new millennium, based on the understanding of the bases and guidelines that regulate the Brazilian educational process and the educational project implemented in the Learning Community of Paranoá-DF, with the aim of showing how How these disruptive experiences contribute to the learning process in contemporary education. The concept of disruptive education created by Clayton Christensen (2012) is assumed in dialogue with contemporary authors who also discuss the perspective of overcoming instructional and linear educational models. The research corpus was produced in the in-depth interview with the CAP school manager and document collection. The Discursive Textual Analysis - DTA, developed by Moraes and Galiazzi (2020) was used as an analysis tool associated with the MAXDA-2022 software.