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Começar de novo : contributos de um currículo em alternativa para percursos de vida inclusivos, de estudantes adultos : a mediação dos trabalhos de projecto colaborativos desenvolvidos em educação ambiental
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Este trabalho pretende contribuir para a compreensão do papel dum currículo do 3º ciclo do ensino básico recorrente, construído como alternativa ao Sistema de Ensino por Unidades Capitalizáveis (SEUC), enquanto mediador do sucesso académico e inclusão escolar e social de um grupo de adultos com vivências anteriores de insucesso e abandono escolar. A relevância deste estudo decorre da persistência, na população adulta portuguesa, de percursos académicos sem conclusão da escolaridade básica, situação que se agrava pelos frequentes abandonos escolares durante o ensino recorrente. Na perspectiva da educação inclusiva cabe à escola a construção de ferramentas mediadoras, facilitadoras da inclusão, nomeadamente ao nível do currículo e das práticas pedagógicas.
Esta investigação insere-se no projecto Interacção e Conhecimento, que estuda e promove as interacções sociais em cenários de educação formal. Enquanto professora/investigadora implementámos um projecto-de-investigação-acção que incluiu três anos de follow up, vindo a constituir-se como um estudo de caso. Adoptámos uma abordagem interpretativa/qualitativa, histórico-culturalmente situada, de inspiração etnográfica. Participaram no estudo sete estudantes, os professores da turma (incluindo a professora/investigadora), elementos da comunidade educativa e da comunidade social. Nos instrumentos de recolha de dados destacam-se a observação participante, entrevistas, técnicas de inspiração projectiva e recolha documental.
Os estudantes participantes concluíram o 3º ciclo do ensino básico. Alguns prosseguiram estudos no ensino secundário e progrediram profissionalmente. Este estudo ilumina alguns dos contributos que uma escola pode ter na educação de adultos, quando os professores se assumem como (co)construtores do currículo, e não como meros executores. As práticas pedagógicas, nomeadamente, os trabalhos de projecto colaborativos realizados em Educação Ambiental, facilitaram a emergência e desenvolvimento de uma comunidade de aprendizagem que possibilitou, aos participantes, vivências que contribuíram para o desenvolvimento da auto-estima positiva necessária para a construção de projectos de vida mais viáveis.
This work aims to increase the comprehension of the role of the curriculum in the recurring lower secondary education (called cycle), both as an alternative to the system of credit units (SEUC) and as a way towards academic achievement, and social and educational inclusion of a group of adults who had either been underachieving or even had dropped out of school. This study is all the more important as Portugal is rife with cases of adults who did not finish their basic schooling, which is worsened by the fact that many people inserted in the system of recurring education also drop out of school. According to the inclusive education approach, it is up to the school to create mediation tools to facilitate inclusion, namely through impact on the curricula and pedagogic practices. This study is part of the Interaction and Knowledge project, which studies and promotes social interactions in formal education scenarios. As a teacher/researcher we implemented an action-research project that includes three years' follow-up and later became a case-study. We adopted an interpretative/quantitative approach, historically-culturally situated, inspired in ethnographic methods. The study counted seven students, their class teachers (including this teacher/researcher) and other members of their educative and social communities. As tools for data collection we can point out participant observation, interviews, tasks inspired in projective techniques, as well as documents. All students taking part in this study finished their lower secondary education (3rd cycle). Some went on to study at an upper secondary education level and showed professional progress. This study illuminates some of the ways in which a school can influence the education of adults, when teachers assume the role of co-constructors of the curriculum and do not limit themselves to applying it. Pedagogic practices, namely collaborative project works developed in the subject of environmental education (EE), eased the creation and development of a learning community. Thus, the participants were able to experience moments that paved the way to the development of their positive self-esteem for the construction of more viable life projects.
This work aims to increase the comprehension of the role of the curriculum in the recurring lower secondary education (called cycle), both as an alternative to the system of credit units (SEUC) and as a way towards academic achievement, and social and educational inclusion of a group of adults who had either been underachieving or even had dropped out of school. This study is all the more important as Portugal is rife with cases of adults who did not finish their basic schooling, which is worsened by the fact that many people inserted in the system of recurring education also drop out of school. According to the inclusive education approach, it is up to the school to create mediation tools to facilitate inclusion, namely through impact on the curricula and pedagogic practices. This study is part of the Interaction and Knowledge project, which studies and promotes social interactions in formal education scenarios. As a teacher/researcher we implemented an action-research project that includes three years' follow-up and later became a case-study. We adopted an interpretative/quantitative approach, historically-culturally situated, inspired in ethnographic methods. The study counted seven students, their class teachers (including this teacher/researcher) and other members of their educative and social communities. As tools for data collection we can point out participant observation, interviews, tasks inspired in projective techniques, as well as documents. All students taking part in this study finished their lower secondary education (3rd cycle). Some went on to study at an upper secondary education level and showed professional progress. This study illuminates some of the ways in which a school can influence the education of adults, when teachers assume the role of co-constructors of the curriculum and do not limit themselves to applying it. Pedagogic practices, namely collaborative project works developed in the subject of environmental education (EE), eased the creation and development of a learning community. Thus, the participants were able to experience moments that paved the way to the development of their positive self-esteem for the construction of more viable life projects.
Descrição
Tese de doutoramento em Educação (Pedagogia), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2007
Palavras-chave
Educação de adultos Currículos alternativos Educação ambiental Projecto educativo Colaboração pedagógica Mediação escolar Teses de doutoramento - 2007