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Cooperação em educação : actores, estratégias e formação para o desenvolvimento
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Resumo(s)
O objecto deste estudo é a formação de agentes de cooperação para a educação, no contexto da cooperação portuguesa para o desenvolvimento.
A cooperação internacional é um mecanismo do desenvolvimento e depende do sentido que lhe é atribuído. Este sentido é mutável consoante as especificidades de cada época e de cada povo. A partir da análise dos percursos do desenvolvimento e da cooperação (origens, concepções, estratégias, actores), identificaram-se “forças” hegemónicas e concepções alternativas de desenvolvimento. O modelo de sistematização de Mesa em “cinco gerações de educação para o desenvolvimento”, possibilitou uma compreensão das relações entre conceito, acção, efeito, evidenciando as múltiplas visões de desenvolvimento que coexistem actualmente. Face a esta diversificada e intrincada teia de relações globais (da qual todos fazemos parte), a abordagem pedagógica de Andreotti, de leitura crítica do mundo, permite capacitar para uma acção informada, responsável e ética para a cooperação.
Considerando que a educação é um dos sectores prioritários da cooperação portuguesa e que é neste que se encontra o maior número de agentes de cooperação, procedeu-se a uma revisão de bibliografia específica sobre o objecto de estudo e a uma recolha e análise de dados junto de organizações portuguesas que cooperam na área da educação. Adoptando-se esta metodologia qualitativa foi possível compilar um referencial de formação para agentes de cooperação para a educação, baseado em abordagens pedagógicas problematizadoras, experienciais e reflexivas, que permitem uma “literacia crítica” do mundo (do eu, do outro e da sua interdependência). Além da formação, também foram destacados como determinantes da qualidade de intervenção em educação, a selecção dos recursos humanos (com base num perfil de competências que os informantes sugeriram) e o acompanhamento dos agentes de cooperação. Colocando todas estas evidências, será possível cooperação sem formação para o desenvolvimento?
The object of this study is the training of cooperation agents in education, in the context of the Portuguese cooperation for development. International cooperation is a mechanism for development and varies according to the meaning that is conferred upon it. This meaning varies with the specificities of each era and of each people. From the analysis of development and cooperation paths (origins, conceptions, strategies, actors), hegemonic “forces” and alternative conceptions of development were identified. The Mesa model of systematization in “five generations of education for development,” enabled an understanding of the relationships among notion, action and effect, making clear the multiple visions of development that currently coexist. Faced with this diversified and intricate web of global relations (of which we all are a part), Andreotti’s pedagogical approach, of a critical reading of the world, allows for the enabling of an informed, responsible and ethical action regarding cooperation. Considering that education is one of the priority sectors of Portuguese cooperation, and that it contains the largest number of cooperation agents, a review of the specific bibliography pertaining to the object of this study was performed, as well as a collection and analysis of data from Portuguese organizations that cooperate in the area of education. By adopting this qualitative method, it was possible to compile a frame of reference for cooperation agents in education, based on problem-solving, experiential and reflexive pedagogical approaches, that allow for a “critical literacy” of the world (of the I, the other and their interdependence). Also highlighted as determinants for the quality of educational intervention, besides training, were the selection of human resources (based on a competencies profile suggested by informants) and following-through with cooperation agents. Having put forth all these evidences, is it possible to continue cooperating without training for development?
The object of this study is the training of cooperation agents in education, in the context of the Portuguese cooperation for development. International cooperation is a mechanism for development and varies according to the meaning that is conferred upon it. This meaning varies with the specificities of each era and of each people. From the analysis of development and cooperation paths (origins, conceptions, strategies, actors), hegemonic “forces” and alternative conceptions of development were identified. The Mesa model of systematization in “five generations of education for development,” enabled an understanding of the relationships among notion, action and effect, making clear the multiple visions of development that currently coexist. Faced with this diversified and intricate web of global relations (of which we all are a part), Andreotti’s pedagogical approach, of a critical reading of the world, allows for the enabling of an informed, responsible and ethical action regarding cooperation. Considering that education is one of the priority sectors of Portuguese cooperation, and that it contains the largest number of cooperation agents, a review of the specific bibliography pertaining to the object of this study was performed, as well as a collection and analysis of data from Portuguese organizations that cooperate in the area of education. By adopting this qualitative method, it was possible to compile a frame of reference for cooperation agents in education, based on problem-solving, experiential and reflexive pedagogical approaches, that allow for a “critical literacy” of the world (of the I, the other and their interdependence). Also highlighted as determinants for the quality of educational intervention, besides training, were the selection of human resources (based on a competencies profile suggested by informants) and following-through with cooperation agents. Having put forth all these evidences, is it possible to continue cooperating without training for development?
Descrição
Dissertação de mestrado, Educação (Área de especialidade em Educação Intercultural), Universidade de Lisboa, Instituto de Educação, 2016
Palavras-chave
Educação Desenvolvimento Cooperação em educação Formação Teses de mestrado - 2016