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A que distância fica o reconhecimento? : educação, formação de adultos e intervenção comunitária
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O presente trabalho de projecto desenvolvido no domínio da Educação e Formação de Adultos tem como propósito caracterizar e explicitar a actividade educativa de itinerância do Centro de Novas Oportunidades da Escola Secundária Campos Melo (CNO ESCM), em Aldeia do Souto e Colmeal da Torre, concelhos adjacentes da Covilhã e de Belmonte, simultaneamente ao nível dos processos de reconhecimento validação e certificação de competências (RVCC) de Níveis Básico e Secundário, através de uma memória descritiva da mesma. Este estudo é composto por três partes: um primeiro capítulo teórico, sobre a educação de adultos e as origens e evolução da teoria e prática de reconhecimento de conhecimentos adquiridos e os paradigmas subjacentes; um segundo capítulo de reflexão pessoal sobre a minha experiência profissional a partir do campo da educação e formação de adultos e, um terceiro capítulo, composto pela análise do caso das itinerâncias seleccionadas da actividade do CNO. No caso deste trabalho a minha atenção centra-se no Processo de RVCC do CNO da ESCM em actividades educativas de itinerância. O meu objectivo é analisar a articulação entre a escola e as ofertas de segunda oportunidade e interpretar quais os dispositivos adoptados - dialógicos ou contraprodutivos, no pressuposto que a actividade itinerante de RVCC se aproxima da animação comunitária e intervenção territorial integrada. Este projecto tomou forma pela experiência enquanto Profissional de RVC num CNO, o que me permitiu reflectir sobre actividades profissionais significativas, fazer um balanço do processo RVCC tal como está idealizado, evidenciar tensões, potencialidades e desafios subjacentes, em termos da intervenção educativa itinerante em contexto comunitário. Por último, sugere-se a leitura desta actividade de educação e formação de adultos à luz de um novo quadro de referência.
The present work was developed in the field of Adult Education and Training aiming at characterizing and exploring the educational activity of itinerancy of Centro de Novas Oportunidades da Escola Secundária Campos Melo (CNO ESCM) through a descriptive memory. The itinerancies were developed in Aldeia do Souto and Colmeal da Torre, in the municipalities of Covilhã and Belmonte, within RVCC levels of basic and secondary education. This study is divided into three parts: first, a chapter on adult education, as well as the origins and evolution of both theory and practice of acquired knowledge recognition processes and paradigms; secondly, one chapter elaborating on personal reflections about the professional experience developed in the field of adult education and training; and, finally, a chapter presenting the case-study of selected itinerancies from the activity in the CNO. In this work project particular attention is drawn upon the process of recognition, validation and certification of competences in the Secondary School Campos Melo in itinerancy educational activities. The goal is to analyze the articulation between the school and second opportunities and to analyze the adopted procedures – dialogic or counterproductive – given that itinerancies of RVCC is a model close to communitarian and territorial intervention and animation. This project was developed whilst working as a Professional of RVCC in a CNO. Such experience allowed me to reflect on the significance of my professional activity while doing an assessment of RVCC process as it is currently framed. Hence, it was intended to shed light into its tensions, strengths and challenges when looking at educative itinerant intervention in a communitarian setting. As a final point, a reading of the activity of adult education and training is proposed to be made within a new framing.
The present work was developed in the field of Adult Education and Training aiming at characterizing and exploring the educational activity of itinerancy of Centro de Novas Oportunidades da Escola Secundária Campos Melo (CNO ESCM) through a descriptive memory. The itinerancies were developed in Aldeia do Souto and Colmeal da Torre, in the municipalities of Covilhã and Belmonte, within RVCC levels of basic and secondary education. This study is divided into three parts: first, a chapter on adult education, as well as the origins and evolution of both theory and practice of acquired knowledge recognition processes and paradigms; secondly, one chapter elaborating on personal reflections about the professional experience developed in the field of adult education and training; and, finally, a chapter presenting the case-study of selected itinerancies from the activity in the CNO. In this work project particular attention is drawn upon the process of recognition, validation and certification of competences in the Secondary School Campos Melo in itinerancy educational activities. The goal is to analyze the articulation between the school and second opportunities and to analyze the adopted procedures – dialogic or counterproductive – given that itinerancies of RVCC is a model close to communitarian and territorial intervention and animation. This project was developed whilst working as a Professional of RVCC in a CNO. Such experience allowed me to reflect on the significance of my professional activity while doing an assessment of RVCC process as it is currently framed. Hence, it was intended to shed light into its tensions, strengths and challenges when looking at educative itinerant intervention in a communitarian setting. As a final point, a reading of the activity of adult education and training is proposed to be made within a new framing.
Descrição
Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2010
Palavras-chave
Formação de adultos Intervenção comunitária Validação de competências Trabalhos de projecto de mestrado - 2010