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O ensino secundário recorrente por unidades capitalizáveis : a dinâmica do itinerário individual de formação
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Orientador(es)
Resumo(s)
Este trabalho representa um estudo sobre o funcionamento do ensino secundário
recorrente por unidades capitalizáveis, com enfoque na dinâmica subjacente à génese e
aplicação do itinerário individual de formação.
A metodologia utilizada no trabalho empírico integra duas partes distintas, mas
complementares: um estudo extensivo e um estudo intensivo (de caso).
O estudo extensivo realizou-se nas escolas adstritas a uma Direcção Regional de
Educação. É bastante genérico, visando apenas traçar um quadro de fundo
relativamente à caracterização dos coordenadores de curso e à dinâmica do itinerário
individual de formação. Com este estudo pretendeu-se "levantar um pouco o véu"
sobre aqueles aspectos no universo seleccionado e, consequentemente, facultar um
melhor enquadramento e compreensão da situação vivenciada na escola onde se
desenvolveu o estudo de caso.
O estudo de caso, realizado numa unidade do universo do estudo extensivo, foi a
estratégia de pesquisa privilegiada. Aqui, valorizou-se o contacto com os actores,
tentando interpretar as suas práticas e os discursos que as legitimam.
As técnicas de recolha de informação foram diversificadas. No estudo extensivo
recorreu-se ao inquérito por questionário e à análise documental. No estudo de caso
utilizou-se a observação não participante, as entrevistas semi-estruturadas e a análise
documental.
O trabalho empírico está alicerçado num enquadramento teórico e problematização do
tema que compreende três partes. A saber: a problemática da educação de adultos; a
educação de adultos e a realidade portuguesa; o ensino secundário recorrente por
unidades capitalizáveis.
This paper is a study on the workings of recurrent secondary education per credit units, focusing on the dynamics underlying the formulation and employment of individual training programmes. The methodology used in the empirical work consists of two separate - but complementary - parts: an extensive study and an intensive (case) study. The extensive study took place in schools under the direction of the Regional Directorate of Education. It is rather generic, meant to provide for an overall view relative to the characterisation of course coordinators and the dynamics of individual training programmes. This study is intended to somewhat "raise the curtain" on these aspects, enabling, consequently, for a better scope and understanding of the situation faced within the school where the case study was developed. The case study - prepared using a unit from within the scope of the extensive study - was the research strategy privileged. Here, contact with the players was given added value, in an attempt to interpret their practices and respective discourse legitimising them. Various techniques were used for collecting information. In the extensive study, a questionnaire was used, as was documental analysis. The case study relied on non-participative observation, semi-structured interviews, and documental analysis. The empirical work is grounded within a theoretical framework and on the problematisation of the subject, which includes three parts: the problematic of adult education; adult education and the Portuguese reality; recurrent secondary education per credit units.
This paper is a study on the workings of recurrent secondary education per credit units, focusing on the dynamics underlying the formulation and employment of individual training programmes. The methodology used in the empirical work consists of two separate - but complementary - parts: an extensive study and an intensive (case) study. The extensive study took place in schools under the direction of the Regional Directorate of Education. It is rather generic, meant to provide for an overall view relative to the characterisation of course coordinators and the dynamics of individual training programmes. This study is intended to somewhat "raise the curtain" on these aspects, enabling, consequently, for a better scope and understanding of the situation faced within the school where the case study was developed. The case study - prepared using a unit from within the scope of the extensive study - was the research strategy privileged. Here, contact with the players was given added value, in an attempt to interpret their practices and respective discourse legitimising them. Various techniques were used for collecting information. In the extensive study, a questionnaire was used, as was documental analysis. The case study relied on non-participative observation, semi-structured interviews, and documental analysis. The empirical work is grounded within a theoretical framework and on the problematisation of the subject, which includes three parts: the problematic of adult education; adult education and the Portuguese reality; recurrent secondary education per credit units.
Descrição
Tese de mestrado em Ciências da Educação (Formação de Adultos) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2002
Palavras-chave
Ensino secundário Ensino recorrente por unidades capitalizáveis Formação de adultos - Portugal Teses de mestrado - 2002