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Estratégias de cooperação no processo de reconhecimento de adquiridos experienciais
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Resumo(s)
Este projecto foi desenvolvido no âmbito das Ciências de Educação, na área de especialização em
Formação de Adultos. Teve por objectivo equacionar a pertinência da utilização de estratégias de
colaboração e/ou cooperação na Educação e Formação de Adultos, nomeadamente no Processo de
Reconhecimento de Adquiridos Experienciais, analisando as práticas dos educadores e observando as
dinâmicas de trabalho nas sessões de Explicitação do Referencial de Competências-Chave, de nível
secundário.
A reflexão crítica realizada na abordagem biográfica do percurso da professora e da formadora, à luz
da teoria do campo de educação e formação de adultos, foi o ponto de partida para o enfoque dado ao
tema da cooperação.
Uma perspectiva humanista de responsabilidade social enquadrou teoricamente o projecto,
clarificando a conceptualização de colaboração/cooperação e evidenciando a sua importância na
educação e formação de adultos.
A metodologia de análise das práticas dos elementos da equipa técnico-pedagógica e das dinâmicas de
colaboração/cooperação estabelecidas entre os adultos em formação, teve por base a entrevista aos
candidatos e a recolha de opiniões dos educadores. Permitiu revelar que, nas sessões de
reconhecimento, se geram processos de colaboração interpessoal e se estabelece uma interacção
positiva entre os adultos envolvidos, que esta dinâmica é percebida e capitalizada pela equipa e que os
candidatos reconhecem benefícios para o desenrolar do seu processo. Por conseguinte, o estudo
forneceu elementos para a valorização da cooperação no processo de reconhecimento de adquiridos
experienciais e, em conformidade, desenhou-se uma intervenção que integra e aprofunda este recurso
nas práticas dos educadores.
Concluiu-se que as estratégias de cooperação poderão contribuir para aumentar o sucesso dos
candidatos na consecução do processo RVCC.
This project was developed in the scope of Sciences of Education, focused particularly in the area of Adult Education and Training. Its goal was to equate the pertinence of using strategies of collaboration and/or cooperation in Adult Education, namely in the Process of Recognition and Validation of Acquired Experience, analyzing the practice of the trainers and observing the work dynamic in the clarification sessions of the key competence Referent for the secondary level. The critical reflexion accomplished in the biographical approach of the teacher and trainer, in view of the theory of the education field and adult formation, was the starting point to the focus on the subject of cooperation. Theoretically, the project was framed by a humanist perspective of social responsibility that clarified the conceptualization of collaboration/cooperation and displayed its importance in Adult Education and Training. The methodology of analysis of the technical and pedagogical team practices and of the collaboration/cooperation dynamics established among the adults in training, was based on the interview of the candidates and the collected opinions of educators. It revealed, that in the recognition sessions processes of interpersonal collaboration are generated, a positive interaction among adults is established, and that this dynamic is perceived and capitalized by the team and recognized by the adults themselves that see the benefits for the unfolding of the process. Therefore the study furnished elements that enhanced the value of the cooperation in the process of acquired experience recognition and, accordingly, an intervention was drawn to integrate and deepen this resource in the practices of the educators. The conclusion was that cooperation strategies may contribute to increase the success of candidates in the RVCC process.
This project was developed in the scope of Sciences of Education, focused particularly in the area of Adult Education and Training. Its goal was to equate the pertinence of using strategies of collaboration and/or cooperation in Adult Education, namely in the Process of Recognition and Validation of Acquired Experience, analyzing the practice of the trainers and observing the work dynamic in the clarification sessions of the key competence Referent for the secondary level. The critical reflexion accomplished in the biographical approach of the teacher and trainer, in view of the theory of the education field and adult formation, was the starting point to the focus on the subject of cooperation. Theoretically, the project was framed by a humanist perspective of social responsibility that clarified the conceptualization of collaboration/cooperation and displayed its importance in Adult Education and Training. The methodology of analysis of the technical and pedagogical team practices and of the collaboration/cooperation dynamics established among the adults in training, was based on the interview of the candidates and the collected opinions of educators. It revealed, that in the recognition sessions processes of interpersonal collaboration are generated, a positive interaction among adults is established, and that this dynamic is perceived and capitalized by the team and recognized by the adults themselves that see the benefits for the unfolding of the process. Therefore the study furnished elements that enhanced the value of the cooperation in the process of acquired experience recognition and, accordingly, an intervention was drawn to integrate and deepen this resource in the practices of the educators. The conclusion was that cooperation strategies may contribute to increase the success of candidates in the RVCC process.
Descrição
Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2011
Palavras-chave
Formação de adultos - Portugal Validação de competências Trabalhos de projecto de mestrado - 2011