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Ateliers biográficos na formação docente : caminhos para uma cultura de paz e cidadania global
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Este estudo investiga como os ateliers biográficos podem contribuir para a formação de educadores voltados para a promoção da paz e da Educação para a Cidadania Global (ECG) em escolas que buscam incorporar esses valores em sua prática pedagógica. A pesquisa foi realizada em uma escola do Conselho de Cascais, associada à rede UNESCO, e adota uma abordagem integradora, fundamentada na investigação-ação, uma metodologia que permite a participação ativa dos educadores no processo de reflexão e transformação de suas práticas. A investigação-ação foi estruturada em ciclos reflexivos, nos quais os participantes compartilharam suas histórias de vida, analisaram suas experiências pedagógicas e identificaram estratégias para integrar os valores de cidadania global e cultura de paz em suas práticas educacionais. Para isso, foram utilizados questionários aplicados após a participação nos ateliers, observação direta e observação como ação, permitindo uma análise contínua e colaborativa dos impactos dessa abordagem na consciência identitária dos educadores, seus valores e práticas pedagógicas. A partir da Teoria Tripolar de Gaston Pineau, compreende-se que o processo formativo dos educadores é influenciado por três dimensões interligadas: autoformação, heteroformação e ecoformação. A autoformação refere-se ao desenvolvimento pessoal e à construção da identidade docente a partir das experiências individuais; a heteroformação destaca a influência das interações sociais, como o compartilhamento de histórias nos ateliers; e a ecoformação considera o impacto do ambiente educativo e sociocultural na formação dos docentes. Essas dimensões foram analisadas ao longo da pesquisa para compreender como os ateliers biográficos mobilizam processos formativos em cada uma dessas esferas. Através da observação participante, foi possível imergir no ambiente dos ateliers, o que permitiu uma compreensão mais ampla sobre como esses espaços, ao utilizarem as histórias de vida, contribuem para o fortalecimento da consciência identitária dos educadores e para o desenvolvimento de um sentido de pertencimento voltado para a promoção de uma cultura de paz e ECG. O compartilhamento de histórias de vida promoveu uma troca significativa de experiências, incentivando reflexões críticas e diálogos sobre práticas pedagógicas mais voltadas para a cidadania global e para a cultura de paz. Os questionários, aplicados após a participação nos ateliers, revelaram uma sensibilização dos educadores para a importância do desenvolvimento contínuo de valores como empatia, justiça social e convivência pacífica. Os dados sugerem que, embora ainda em fase inicial, a metodologia dos ateliers biográficos mostra-se promissora para integrar esses valores ao cotidiano pedagógico. A influência positiva da abordagem pôde ser observada na promoção da reflexão crítica, na ampliação da consciência social e na reestruturação das práticas pedagógicas dos educadores participantes. Este estudo não só contribui para o campo acadêmico, mas também sugere práticas inovadoras que podem ser aplicadas na formação contínua de educadores comprometidos com valores transformadores. Ao adotar uma abordagem alinhada à Teoria Tripolar de Gaston Pineau e à investigação-ação, a pesquisa evidencia a relevância dos ateliers biográficos como espaços de autoformação, heteroformação e ecoformação, capazes de fortalecer a identidade docente e fomentar uma educação comprometida com a cidadania global e a cultura de paz.
This study investigates how biographical workshops can contribute to the training of educators focused on promoting peace and Global Citizenship Education (GCE) in schools that seek to incorporate these values into their pedagogical practice. The research was conducted in a school in the Cascais Council, associated with the UNESCO network, and adopts an integrative approach, based on action research, a methodology that allows the active participation of educators in the process of reflection and transformation of their practices. The action research was structured in reflective cycles, in which participants shared their life stories, analyzed their pedagogical experiences and identified strategies to integrate the values of global citizenship and culture of peace into their educational practices. To this end, questionnaires administered after participation in the workshops, direct observation and observation as action were used, allowing for a continuous and collaborative analysis of the impacts of this approach on the identity consciousness of educators, their values and pedagogical practices. Based on Gaston Pineau's Tripolar Theory, it is understood that the educational process of educators is influenced by three interconnected dimensions: self- education, hetero-education, and eco-education. Self-education refers to personal development and the construction of teacher identity based on individual experiences; hetero- education highlights the influence of social interactions, such as sharing stories in workshops; and eco-education considers the impact of the educational and sociocultural environment on teacher training. These dimensions were analyzed throughout the research to understand how biographical workshops mobilize educational processes in each of these spheres. Through participant observation, it was possible to immerse oneself in the workshop environment, which allowed for a broader understanding of how these spaces, by using life stories, contribute to strengthening educators' identity awareness and developing a sense of belonging aimed at promoting a culture of peace and ECG. The sharing of life stories promoted a significant exchange of experiences, encouraging critical reflections and dialogues on pedagogical practices more focused on global citizenship and the culture of peace. The questionnaires, administered after participating in the workshops, revealed that educators had become more aware of the importance of the continuous development of values such as empathy, social justice and peaceful coexistence. The data suggest that, although still in its initial phase, the methodology of the biographical workshops shows promise for integrating these values into daily pedagogical practices. The positive influence of the approach could be observed in promoting critical reflection, expanding social awareness and restructuring the pedagogical practices of the participating educators. This study not only contributes to the academic field, but also suggests innovative practices that can be applied in the continuous training of educators committed to transformative values. By adopting an approach aligned with Gaston Pineau's Tripolar Theory and action-research, the research highlights the relevance of biographical workshops as spaces for self-training, heterotraining and ecotraining, capable of strengthening the teacher's identity and fostering an education committed to global citizenship and a culture of peace.
This study investigates how biographical workshops can contribute to the training of educators focused on promoting peace and Global Citizenship Education (GCE) in schools that seek to incorporate these values into their pedagogical practice. The research was conducted in a school in the Cascais Council, associated with the UNESCO network, and adopts an integrative approach, based on action research, a methodology that allows the active participation of educators in the process of reflection and transformation of their practices. The action research was structured in reflective cycles, in which participants shared their life stories, analyzed their pedagogical experiences and identified strategies to integrate the values of global citizenship and culture of peace into their educational practices. To this end, questionnaires administered after participation in the workshops, direct observation and observation as action were used, allowing for a continuous and collaborative analysis of the impacts of this approach on the identity consciousness of educators, their values and pedagogical practices. Based on Gaston Pineau's Tripolar Theory, it is understood that the educational process of educators is influenced by three interconnected dimensions: self- education, hetero-education, and eco-education. Self-education refers to personal development and the construction of teacher identity based on individual experiences; hetero- education highlights the influence of social interactions, such as sharing stories in workshops; and eco-education considers the impact of the educational and sociocultural environment on teacher training. These dimensions were analyzed throughout the research to understand how biographical workshops mobilize educational processes in each of these spheres. Through participant observation, it was possible to immerse oneself in the workshop environment, which allowed for a broader understanding of how these spaces, by using life stories, contribute to strengthening educators' identity awareness and developing a sense of belonging aimed at promoting a culture of peace and ECG. The sharing of life stories promoted a significant exchange of experiences, encouraging critical reflections and dialogues on pedagogical practices more focused on global citizenship and the culture of peace. The questionnaires, administered after participating in the workshops, revealed that educators had become more aware of the importance of the continuous development of values such as empathy, social justice and peaceful coexistence. The data suggest that, although still in its initial phase, the methodology of the biographical workshops shows promise for integrating these values into daily pedagogical practices. The positive influence of the approach could be observed in promoting critical reflection, expanding social awareness and restructuring the pedagogical practices of the participating educators. This study not only contributes to the academic field, but also suggests innovative practices that can be applied in the continuous training of educators committed to transformative values. By adopting an approach aligned with Gaston Pineau's Tripolar Theory and action-research, the research highlights the relevance of biographical workshops as spaces for self-training, heterotraining and ecotraining, capable of strengthening the teacher's identity and fostering an education committed to global citizenship and a culture of peace.
Descrição
Dissertação de mestrado, Educação e Formação (Área de Especialidade em Desenvolvimento Social e Cultural), 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Formação de educadores Professores Cultura de paz Educação para a cidadania Educação para a paz Dissertações de mestrado - 2025