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A autonomia no processo de autoformação : contributos do método autobiográfico
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Resumo(s)
A presente investigação tem o objetivo de contribuir para uma maior compreensão do processo de formação de adultos. Visa elucidar a questão de como ocorre a construção da autonomia de uma pessoa adulta nos vários tempos e espaços da sua vida e qual a importância da ecoformação, da heteroformação e da autoformação no processo formativo. Consubstancia-se na ideia de que o adulto realiza sua autoformação de forma permanente a partir das diversas experiências vividas com os outros e nos contextos de modo geral. O processo da construção da autonomia se dá com o desenvolvimento de características pessoais, familiares e sociais, facilitadoras de um caminhar autônomo, e também com as aprendizagens realizadas no seio da família, nas diversas instituições e nas socializações que ocorrem no decurso da vida. O trabalho foi realizado através de uma análise reflexiva da minha narrativa autobiográfica, através da qual se procurou compreender como fiz minha autoformação e como tornei-me autônoma. Constatou-se que meu caminhar para a autonomia foi construído a partir de forte influência recebida da minha família, bem como pelas experiências vividas nas distintas instituições. Com base nessas experiências fui adquirindo aprendizagens favorecedoras do pensar crítico e do processo de autonomização. O estudo também contribuiu para uma maior compreensão do método autobiográfico, ao constatar-se sua dupla função, investigativa e formativa, pois novas aprendizagens foram adquiridas a partir da análise reflexiva da minha autobiografia.
The purpose of this research is to contribute to a better understanding of the adult education process. It aims to elucidate how the construction of autonomy of an adult occurs in various times and places of his life and the importance of ecoformation, heteroformation and autoformation in the formative process. It is based on the idea that the adult performs his autoformation permanently from the various experiences with others and in general contexts. The autonomy building process takes place with the development of personal, family and social characteristics, enabling an autonomous path, and also with what they have learned in the family, in the various institutions and in the socialization that occurs in the course of life. This project was developed through a reflective analysis of my own autobiographical narrative, the goal being to understand how I did my autoformation and how I became autonomous. It was found that my path towards autonomy was built with strong influence received from my family, as well as by my experiences in the different institutions. Based on these experiences I acquired learnings that favour the critical thinking and the empowerment process. The study also contributed to a greater understanding of the autobiographical method by revealing its investigative and formative functions, since new learnings were acquired from the reflective analysis of my autobiography.
The purpose of this research is to contribute to a better understanding of the adult education process. It aims to elucidate how the construction of autonomy of an adult occurs in various times and places of his life and the importance of ecoformation, heteroformation and autoformation in the formative process. It is based on the idea that the adult performs his autoformation permanently from the various experiences with others and in general contexts. The autonomy building process takes place with the development of personal, family and social characteristics, enabling an autonomous path, and also with what they have learned in the family, in the various institutions and in the socialization that occurs in the course of life. This project was developed through a reflective analysis of my own autobiographical narrative, the goal being to understand how I did my autoformation and how I became autonomous. It was found that my path towards autonomy was built with strong influence received from my family, as well as by my experiences in the different institutions. Based on these experiences I acquired learnings that favour the critical thinking and the empowerment process. The study also contributed to a greater understanding of the autobiographical method by revealing its investigative and formative functions, since new learnings were acquired from the reflective analysis of my autobiography.
Descrição
Tese de mestrado, Educação (Área de especialização em Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2016
Palavras-chave
Educação de adultos Autoformação Aprendizagem experiencial Autonomia Teses de mestrado - 2016