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A formação experiencial de educadores de jovens e adultos em Macapá
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O referido trabalho de investigação, realizado no âmbito do Mestrado em Educação, na especialização Formação de Adultos, no Instituto de Educação da Universidade de Lisboa, visa compreender os processos de formação experiencial de educadores de jovens e adultos que trabalham em Macapá. O princípio norteador da investigação fundamenta-se na formação como um processo continuado, intrínseco ao ser humano e que, portanto, permeia todos os tempos e espaços de vida. Neste sentido, a formação ocorre a partir da vivência de fatos e momentos contextualizados, resultantes do conjunto de experiências vividas e do sentido que lhes é atribuído pelo sujeito, através da descoberta, do interesse e de mecanismos de reflexão. A investigação biográfica incidiu na realização de entrevistas biográficas com três educadores de jovens e adultos, e na elaboração de uma narrativa autobiográfica, por parte de um educador de Macapá. Os dados empíricos recolhidos nas entrevistas permitiram constatar que os educadores de jovens e adultos vivenciaram um conjunto diversificado de experiências no seu cotidiano, nomeadamente, ao longo do seu percurso profissional. Essas suas experiências, realizadas ao longo da vida, contribuíram para o desenvolvimento de aprendizagens promotoras de um conjunto de saberes, muito importantes na sua vida profissional. Os dados recolhidos e analisados permitem compreender a importância da complementaridade entre as modalidades de educação informal, não formal e formal, assim como, da hétero-eco-autoformação no processo de formação dos educadores de jovens e adultos.
This research, carried out within the scope of the Master in Education, specializing in Adult Training, at the Institute of Education of the University of Lisbon, aims at understanding the processes of experiential formation of youth and adult educators who work in Macapá, Brasil. The guiding principle for this research is founded on the idea of formation as a continuous process, intrinsic to the human being and that therefore is present at all times and places in life. In this sense, the formation occurs from the experience of properly contextualized facts and moments, resulting from the set of lived experiences and the meaning attributed to them by the subject through discovery, interest, curiosity, and mechanisms of reflection. The research focused on conducting biographical interviews with three youth and adult educators and on the elaboration of an autobiographical narrative by an educator, all from Macapá. The empirical data collected in the interviews showed that these educators lived diverse set of experiences in their daily lives, namely, throughout their professional career. This process of experiential formation contributed to the development of learning, promoting very important knowledge for their professional life. The data, collected and analysed, allowed to understand the importance of the complementarity between the modalities of informal, non-formal and formal education, as well as the process of hetero-eco-self-formation in the training of youth and adult educators.
This research, carried out within the scope of the Master in Education, specializing in Adult Training, at the Institute of Education of the University of Lisbon, aims at understanding the processes of experiential formation of youth and adult educators who work in Macapá, Brasil. The guiding principle for this research is founded on the idea of formation as a continuous process, intrinsic to the human being and that therefore is present at all times and places in life. In this sense, the formation occurs from the experience of properly contextualized facts and moments, resulting from the set of lived experiences and the meaning attributed to them by the subject through discovery, interest, curiosity, and mechanisms of reflection. The research focused on conducting biographical interviews with three youth and adult educators and on the elaboration of an autobiographical narrative by an educator, all from Macapá. The empirical data collected in the interviews showed that these educators lived diverse set of experiences in their daily lives, namely, throughout their professional career. This process of experiential formation contributed to the development of learning, promoting very important knowledge for their professional life. The data, collected and analysed, allowed to understand the importance of the complementarity between the modalities of informal, non-formal and formal education, as well as the process of hetero-eco-self-formation in the training of youth and adult educators.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2019
Palavras-chave
Formação Experiência Formação experiencial Aprendizagem experiencial Teses de mestrado - 2019