O trabalho, o conhecimento, os saberes e as aprendizagens dos Técnicos de Educação de Adultos numa ONGDL: contribuições etnográficas para uma renovação da sociologia da educação
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Data
2006
Autores
Loureiro, Armando Paulo Ferreira
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Resumo
A sociologia da educação tem desenvolvido grande parte da sua investigação no campo da educação escolar. Não desvalorizando de modo algum tais estudos, pensamos que ela deve dar conta também de outras formas de educação, de outros contextos e actores para além daqueles que se referem à instituição escola.
A investigação que realizámos pretende ser um contributo nesse sentido. Ela teve como foco de análise o trabalho realizado pelos técnicos de educação de adultos das ONGDL. O principal objectivo do estudo foi perceber o que fazem esses técnicos, que usos realizam do conhecimento abstracto com que lidam, de que é feito o seu saber e como o usam, e de que formas o contexto de trabalho é para eles educativo. Procurámos ainda definir um perfil das acções de educação de adultos levadas a cabo por estas outras instituições de educação, dando conta, assim, de contextos educativos não escolares.
Metodologicamente, a investigação teve duas fases. Começámos por realizar um levantamento das ONGDL no Norte do País, e por proceder à selecção daquelas que realizavam educação de adultos, o que nos permitiu efectuar uma caracterização dessas instituições nesse sentido. Esta fase foi feita através da análise documental e de entrevistas. Foi a partir dela que escolhemos a equipa técnica de uma ONGDL onde realizámos o estudo etnográfico da sua actividade e com ele procurámos responder ao principal objectivo da nossa investigação.
Os resultados mostram-nos a existência de uma assinalável diversidade de tipos de educação de adultos praticada nestas instituições, embora assuma principal relevo a formação profissional. O estudo etnográfico mostrou-nos estarmos perante uma comunidade de prática, cuja actividade vai, grosso modo, do diagnóstico à avaliação das acções de educação de adultos.
Permitiu-nos verificar que mesmo num contexto de trabalho fortemente normativo é possível fazer usos recontextualizadores do conhecimento abstracto, estabelecer com ele uma relação activa, para a qual contribui a mobilização de alguns dos saberes dos técnicos, e que é também dessa articulação que se constrói o saber colectivo. Permitiu-nos ainda concluir que se trata de um contexto de trabalho educativo, assumindo particular relevo a heteroformação, um dos processos basilares da constituição da comunidade de aprendizagem estudada.
Much of the research of sociology of education has been developed in the particular area of schooling education. However sociology of education must also cover a much larger field than this one and try to embrace other forms of education, other contexts and other actors. The research we have carried out, aims at giving a contribution to those forms, contexts and actors. We focused our analysis on the work of skilled technicians in adult education of the NGDO. It was our purpose to understand what they do, how they use the abstract knowledge in real situations and in wich forms is their working context an educational one. By trying to define an outline of the adult education actions undertaken by these other educational institutions we have picked up, for our research, non-schooling educational contexts. We have divided our work in two phases. survey of all the NGDO in the North of Portugal and selection of those devoted to adult education. This allowed us to characterize these instituitions in what concerns this area. This phase of research was done trough a documental analysis as well as interviews. Based on that we chose the technical team of an NGDO and we emprehended an ethnographic study of its activity, trying in this way to find out and give an answer to the main purpose of our investigation. The results have brought up a remarkably large diversity of types concerning the education of adults carried out in these instituitions. A particular relevance was however given to professional training. The ethnographic study has also revealed us to be before a community of practice, doing its activity, in general, from the diagnosis to the evaluation of the adult education actions. It also allowed us to state that even in a highly normative framework, abstract knowledge may be adapted and recontextualised. Here the mobilization of certain skills and knowledge by the technicians actually plays an important role and from such an articulation one other collective knowledge may be built. We have also come to the conclusion that we have been dealing with a context of educational work, within which the in-pair formation, a basic process for the constitution of the learning community, assumes a particular high relevance.
Much of the research of sociology of education has been developed in the particular area of schooling education. However sociology of education must also cover a much larger field than this one and try to embrace other forms of education, other contexts and other actors. The research we have carried out, aims at giving a contribution to those forms, contexts and actors. We focused our analysis on the work of skilled technicians in adult education of the NGDO. It was our purpose to understand what they do, how they use the abstract knowledge in real situations and in wich forms is their working context an educational one. By trying to define an outline of the adult education actions undertaken by these other educational institutions we have picked up, for our research, non-schooling educational contexts. We have divided our work in two phases. survey of all the NGDO in the North of Portugal and selection of those devoted to adult education. This allowed us to characterize these instituitions in what concerns this area. This phase of research was done trough a documental analysis as well as interviews. Based on that we chose the technical team of an NGDO and we emprehended an ethnographic study of its activity, trying in this way to find out and give an answer to the main purpose of our investigation. The results have brought up a remarkably large diversity of types concerning the education of adults carried out in these instituitions. A particular relevance was however given to professional training. The ethnographic study has also revealed us to be before a community of practice, doing its activity, in general, from the diagnosis to the evaluation of the adult education actions. It also allowed us to state that even in a highly normative framework, abstract knowledge may be adapted and recontextualised. Here the mobilization of certain skills and knowledge by the technicians actually plays an important role and from such an articulation one other collective knowledge may be built. We have also come to the conclusion that we have been dealing with a context of educational work, within which the in-pair formation, a basic process for the constitution of the learning community, assumes a particular high relevance.
Descrição
Tese de Doutoramento em Educação / Sociologia da Educação
Palavras-chave
Sociologia da educação , Técnicos de educação de adultos , Actividades , Usos do conhecimento abstracto , Saberes , Aprendizagens