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Educadores de adultos : mudar para educar e educar para mudar
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Orientador(es)
Resumo(s)
O presente trabalho de investigação procura contribuir para o aprofundamento da compreensão do processo de formação de educadores de adultos. Partiu-se do princípio que a formação é um processo em permanente construção, devidamente contextualizado, resultante do conjunto das experiências vividas e do sentido que lhes é atribuído através de um mecanismo de reflexão, mobiliza as várias dimensões do sujeito, e ainda que se realiza fundamentalmente pela actividade de descoberta e pelo interesse. Para o propósito deste trabalho realizaram-se entrevistas a quatro educadores de adultos. Através do estudo, foi possível constatar que os educadores de adultos possuem um conjunto de saberes, indispensáveis para as práticas de educação que conduzem, resultantes de processos de formação experiencial e da educação informal e não formal, adquiridos ao longo da vida. A investigação permitiu ainda realizar uma reflexão sobre a importância da abordagem biográfica, as potencialidades da formação experiencial e da educação informal, repensar as práticas de educação formal e ainda reforçar a urgência da premissa mudar para educar e educar para mudar, tendo por base a reflexão, o diálogo e a utopia.
The present research aims to understand the process of training adult educators. It was assumed that training is a process of permanent construction properly contextualized, as a result of all life experiences and the sense that is attributed to them through a process of reflection, mobilizes the various dimensions of the individual, and that is accomplished primarily through discovery and interest. To achieve this goal, interviews were conducted to four adult educators. Through the research it was found that adult educators have crucial knowledge for education practices that they lead, resulting from experiential training processes and informal and non-formal education, which occurred throughout life. The investigation led to a reflection on the importance of the biographical approach, the potential of experiential training and informal education, to rethink the practices of formal education and the prominence to change to educate and educate to change, based on reflection, dialogue and utopia.
The present research aims to understand the process of training adult educators. It was assumed that training is a process of permanent construction properly contextualized, as a result of all life experiences and the sense that is attributed to them through a process of reflection, mobilizes the various dimensions of the individual, and that is accomplished primarily through discovery and interest. To achieve this goal, interviews were conducted to four adult educators. Through the research it was found that adult educators have crucial knowledge for education practices that they lead, resulting from experiential training processes and informal and non-formal education, which occurred throughout life. The investigation led to a reflection on the importance of the biographical approach, the potential of experiential training and informal education, to rethink the practices of formal education and the prominence to change to educate and educate to change, based on reflection, dialogue and utopia.
Descrição
Tese de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2014
Palavras-chave
Formação de adultos Formação de educadores Educação não formal Educação informal Teses de mestrado - 2014