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Resumo(s)
Esta investigação teve por objectivo compreender a razão pela qual
alguns formadores, inseridos no campo da formação profissional a dado
momento da sua vida enveredam pela formação de formadores.
Qualquer formador reúne à partida condições para ser formador de
formadores. No entanto, apenas alguns de facto desenvolvem esta actividade.
Compreender o que está subjacente a esta opção constituiu a preocupação
central desta investigação. Associada a este objectivo procurou-se igualmente,
conhecer um pouco melhor estes profissionais nomeadamente como acederam
a esta função; qual a sua experiência, formação base, problemas sentidos, etc.
Para a consecução deste objectivo e num primeiro momento,
debruçámo-nos sobre os aspectos teóricos relacionados com a
educação/formação de adultos, questões relacionadas com o processo de
socialização dos indivíduos; as competências; as representações sociais e as
identidades sociais e profissionais. De seguida, centrámo-nos em questões
directamente relacionadas com a formação profissional, nomeadamente a
evolução histórica desta, assim como da formação de formadores. Salientámos
igualmente o modo como qualquer um de nós poderá vir a ser formador de
formadores e por último, tecemos algumas considerações sobre os desafios
que se colocam a estes profissionais na actualidade.
Num segundo momento procedeu-se à investigação empírica que
assentou numa base metodológica qualitativa. Efectuou-se um estudo de casos
múltiplos utilizando para tal duas instituições de natureza jurídica diferente,
tendo sido levadas a cabo entrevistas de inspiração biográfica a 7 formadores
de formadores.
Foi possível constatar com a realização deste estudo que os formadores
de formadores entrevistados acederam a esta função por intermédio de convite
ou proposta, efectuadas por responsáveis ou dirigentes de instituições
relacionadas ou tutelares de formação profissional. Estes convites foram
percepcionados pelos entrevistados deste estudo, como um reconhecimento do
trabalho desenvolvido por estes formadores de formadores até ao momento. O
facto de serem alvo deste reconhecimento por pessoas ou entidades
competentes na matéria, aliado à importância reconhecida por estes assim
como as características dos entrevistados concorreram para que, de facto,
enveredassem por esta função.
The aim of this research was to understand why some trainers working in the area of vocational training decide at a certain time to give training to trainers. Any trainer is essentially qualified to train trainers, but only some actually develop this activity. The central concern of this research was to understand what underlies this choice. As part of this objective, I also tried to find out more about the characteristics of these professionals, particularly the way they accessed this job, what experience and basic training they had, the problems they had experienced, etc. To achieve this objective, I initially focused on the theoretical aspects of adult education/training, issues related to the socialisation process of these individuals and their competencies, social representations and social and professional identities. I then focused on issues directly related to vocational training, particularly the history of its development and the training of trainers. I also emphasised the way any one of us could become a trainer of trainers and lastly I considered the challenges faced by these professionals today. This was followed by empirical research based on a qualitative methodology. A study was made of multiple cases using two different legal institutions, holding interviews based on the life story of 7 trainers of trainers. This study showed that the trainers of trainers interviewed gained access to this job through an invitation or proposal from the persons in charge or directors of institutions related to or responsible for vocational training. These invitations were perceived by the interviewees in this study as recognition of the work developed by each trainer of trainers until that time. The fact that they had been recognised by people or entities competent in this area, the importance of trainers of trainers within the area of vocational training recognised by them and the particular charactristics of the interviewees, combined together to make the interviewees choose this job.
The aim of this research was to understand why some trainers working in the area of vocational training decide at a certain time to give training to trainers. Any trainer is essentially qualified to train trainers, but only some actually develop this activity. The central concern of this research was to understand what underlies this choice. As part of this objective, I also tried to find out more about the characteristics of these professionals, particularly the way they accessed this job, what experience and basic training they had, the problems they had experienced, etc. To achieve this objective, I initially focused on the theoretical aspects of adult education/training, issues related to the socialisation process of these individuals and their competencies, social representations and social and professional identities. I then focused on issues directly related to vocational training, particularly the history of its development and the training of trainers. I also emphasised the way any one of us could become a trainer of trainers and lastly I considered the challenges faced by these professionals today. This was followed by empirical research based on a qualitative methodology. A study was made of multiple cases using two different legal institutions, holding interviews based on the life story of 7 trainers of trainers. This study showed that the trainers of trainers interviewed gained access to this job through an invitation or proposal from the persons in charge or directors of institutions related to or responsible for vocational training. These invitations were perceived by the interviewees in this study as recognition of the work developed by each trainer of trainers until that time. The fact that they had been recognised by people or entities competent in this area, the importance of trainers of trainers within the area of vocational training recognised by them and the particular charactristics of the interviewees, combined together to make the interviewees choose this job.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Formação de Adultos), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Formação de adultos - Portugal Formação de formadores - Portugal