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O regresso à escola na idade adulta:reflexões e relatos dos participantes de um projecto de investigação-acção no ensino secundário recorrente
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Os caminhos da educação de adultos, em Portugal, não têm sido lineares, reflectindo as mudanças políticas, sociais e educativas que se manifestaram nas últimas décadas. Os índices nacionais de conclusão do ensino secundário revelam-se abaixo dos europeus, o que pouco contribui para a afirmação e competitividade (inter)nacional. O ensino secundário recorrente permite aos adultos completar este nível de ensino e mobilizar e/ou desenvolver capacidades e competências essenciais à vida pessoal, familiar, social e profissional. Este trabalho pretende dar voz aos estudantes adultos contribuindo para (re)pensar e (re)equacionar a educação de adultos nacional, estudando e analisando as práticas pedagógicas adoptadas, nomeadamente por um professor, na disciplina de filosofia, no Sistema de Ensino por Unidades Capitalizáveis (SEUC) e no Sistema de Ensino por Módulos Capitalizáveis (SEMC) numa escola secundária da Grande Lisboa, durante o ano lectivo de 2005/2006. Esta investigação insere-se no projecto Interacção e Conhecimento. Adoptando uma abordagem interpretativa, histórico-culturalmente situada, de inspiração etnográfica, desenvolvemos um projecto de investigação-acção, a que se seguiu um follow up com a duração de seis anos. Os participantes são o professor/investigador e os estudantes de duas turmas do SEUC e duas do SEMC. Destes, constituímos 16 estudantes como informadores privilegiados. Os instrumentos de recolha de dados foram a observação participante, entrevistas, conversas informais, questionários, tarefas de inspiração projectiva, o instrumento de avaliação de capacidades e competências, a recolha documental e os protocolos dos estudantes. Os resultados iluminam as limitações e facilidades sentidas no regresso à Escola na idade adulta, que os estudantes identificaram nos sistemas de ensino recorrente e na modalidade de frequência que escolheram. Para além disso, reflectem acerca das barreiras ao acesso ao sucesso escolar. Os participantes posicionam-se face às práticas pedagógicas adoptadas nas aulas de filosofia, comentando as tarefas propostas e as actividades desenvolvidas, em aula. Destacam o trabalho colaborativo e o trabalho de projecto, bem como os impactes que as práticas pedagógicas tiveram nas suas trajectórias de participação ao longo da vida. Consideram o regresso à Escola positivo e desocultam as expectativas que têm em relação ao futuro.
In Portugal the paths of the adult education were not linear ones, reflecting the political, social and educational changes of the last decades. The national percentages of secondary schooling accomplishment are below the ones in European countries. This does not contribute to the (inter)national assurance and competitiveness. The evening secondary schooling allows adult students the possibility to accomplish this educational level and to mobilize and/or develop abilities and competencies that are essential to their personal, familiar, social and professional life. This work aims at giving voice to adult students contributing to (re)think and (re)equate the national adult education. It is based in the study and the analysis of teachers’ pedagogical practices, particularly those of a philosophy teacher who taught the SEUC and the SEMC educational systems. This study was developed in a Great Lisbon secondary school. The main empirical work was developed in 2005/06. This research is part of the Interaction and Knowledge project. We assumed an interpretative approach, historical-culturally situated, inspired in an ethnographic approach. We developed an action-research project and then a follow up that lasted six years. The participants are the teacher/researcher and the students from two SEUC classes and two SEMC classes. From these students we selected 16 of them as privileged informers. The data collecting instruments was the participant observation, interviews, informal conversations, questionnaires, tasks inspired in projective techniques, an instrument to evaluate abilities and competencies, documents, and students’ protocols. The results illuminate the limitations and the facilities felt by these students when coming back to School in the evening schooling and in the attendance modality they chose. Besides that they reflect upon the barriers to their access to school achievement. The participants position themselves regarding the pedagogical practices used in philosophy classes. They comment on the proposed tasks and on the activities they developed within classes. They value collaborative work and project work, and they underline the impacts those pedagogical practices had in their life trajectories of participation. They believe their coming back to School had positive impacts and they uncover their expectancies towards their future.
In Portugal the paths of the adult education were not linear ones, reflecting the political, social and educational changes of the last decades. The national percentages of secondary schooling accomplishment are below the ones in European countries. This does not contribute to the (inter)national assurance and competitiveness. The evening secondary schooling allows adult students the possibility to accomplish this educational level and to mobilize and/or develop abilities and competencies that are essential to their personal, familiar, social and professional life. This work aims at giving voice to adult students contributing to (re)think and (re)equate the national adult education. It is based in the study and the analysis of teachers’ pedagogical practices, particularly those of a philosophy teacher who taught the SEUC and the SEMC educational systems. This study was developed in a Great Lisbon secondary school. The main empirical work was developed in 2005/06. This research is part of the Interaction and Knowledge project. We assumed an interpretative approach, historical-culturally situated, inspired in an ethnographic approach. We developed an action-research project and then a follow up that lasted six years. The participants are the teacher/researcher and the students from two SEUC classes and two SEMC classes. From these students we selected 16 of them as privileged informers. The data collecting instruments was the participant observation, interviews, informal conversations, questionnaires, tasks inspired in projective techniques, an instrument to evaluate abilities and competencies, documents, and students’ protocols. The results illuminate the limitations and the facilities felt by these students when coming back to School in the evening schooling and in the attendance modality they chose. Besides that they reflect upon the barriers to their access to school achievement. The participants position themselves regarding the pedagogical practices used in philosophy classes. They comment on the proposed tasks and on the activities they developed within classes. They value collaborative work and project work, and they underline the impacts those pedagogical practices had in their life trajectories of participation. They believe their coming back to School had positive impacts and they uncover their expectancies towards their future.
Descrição
Tese de doutoramento, Educação (Psicologia da Educação), Universidade de Lisboa, Instituto de Educação, 2012
Palavras-chave
Teses de doutoramento - 2012