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A educação e formação de jovens : percursos e processos de construção de sentido
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Orientador(es)
Resumo(s)
A presente investigação procura compreender de que forma os jovens, que abandonam
precocemente o sistema formal de ensino, constroem um sentido para a frequência de
acções de educação e formação, alternativas à escola, numa tentativa de abordagem
das temáticas da formação profissional em relação com o fenómeno da exclusão
social.
O ponto de partida teórico incidiu sobre as actuais concepções do campo de estudo da
Formação de Adultos, bem como de teorias psicológicas, psicanalíticas e sociológicas
a respeito dos processos de socialização e construção de identidades e de teorias
sobre a exclusão social.
A metodologia de investigação utilizada foi de tipo qualitativo e baseou-se no estudo de
cinco casos individuais de jovens de baixa escolaridade, aos quais foram realizadas
entrevistas de “inspiração” biográfica.
A partir do material empírico foi possível concluir que as medidas de educação e
formação de jovens, alternativas à escola, são percepcionadas enquanto medidas
válidas porque proporcionam experiências de socialização passíveis de contribuírem
para a consolidação das identidades dos jovens. Verificou-se, ainda, que os jovens
valorizam sobretudo a obtenção de um título ou diploma e não tanto, o
desenvolvimento de competências concretas; embora considerem importante
compreender a finalidade das suas aprendizagens. Contudo, persistem fortes dúvidas
quanto à eficácia destas medidas, em termos da promoção de um verdadeiro processo
de transformação individual e do desenvolvimento de competências efectivamente
mobilizáveis em contexto de trabalho. Consequentemente, mantém-se a ideia de que
estas medidas não são instrumentos eficazes no sentido da prevenção da exclusão
social pois não subjaz à sua criação uma profunda modificação das representações a
respeito dos actuais modelos de sociedade.
The present investigation intend to understand how young people, who prematurely abandoned the formal educational system, build a meaning to the frequency of education and formation actions, in alternative to school, in an attendt to approach the subjects of Professional training in it's relation with social exclusion. The theoretical start point were the present conceptions from the adult formation study field, as well as psychological, psychoanalytical and sociological theories about the socialization and identity building processes and social exclusion theories. It was used a qualitative investigation method and the study was based upon five case studies of young people, with low graduation levels, who were submitted to biographic interviews. The empirical material allowed to conclude that this measures, to form and educate young people, in alternative to school, are percepted as valid because they provide socialization experiences, wich contribute to consolidate young people identities. It was also verified that young people, above all, valorize the achievement of a title or certificate, and not so much the development of concrete competences, although they think it is important to understand the purpose of what they learned. But it still remains strong doubts about the efficacy of these measures to promote a real individual transformation process, as well as the development of competences truly capable of being mobilized to work context. Consequently, it remains the idea that these measures are not efficient instruments to promote the social exclusion prevention, because in it's creation there are not a profound change of the representations about the present society models.
The present investigation intend to understand how young people, who prematurely abandoned the formal educational system, build a meaning to the frequency of education and formation actions, in alternative to school, in an attendt to approach the subjects of Professional training in it's relation with social exclusion. The theoretical start point were the present conceptions from the adult formation study field, as well as psychological, psychoanalytical and sociological theories about the socialization and identity building processes and social exclusion theories. It was used a qualitative investigation method and the study was based upon five case studies of young people, with low graduation levels, who were submitted to biographic interviews. The empirical material allowed to conclude that this measures, to form and educate young people, in alternative to school, are percepted as valid because they provide socialization experiences, wich contribute to consolidate young people identities. It was also verified that young people, above all, valorize the achievement of a title or certificate, and not so much the development of concrete competences, although they think it is important to understand the purpose of what they learned. But it still remains strong doubts about the efficacy of these measures to promote a real individual transformation process, as well as the development of competences truly capable of being mobilized to work context. Consequently, it remains the idea that these measures are not efficient instruments to promote the social exclusion prevention, because in it's creation there are not a profound change of the representations about the present society models.
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 Abandono escolar Formação Jovens Exclusão social