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Authors
Advisor(s)
Abstract(s)
O presente relatório de projeto foi desenvolvido no âmbito do mestrado em Educação e Intervenção
Social, na especialização de Desenvolvimento Comunitário e Educação de Adultos. Alicerçado na
metodologia da Investigação Ação-Participativa, espelha oito meses de colaboração com um
grupo de adultos aprendentes, num contexto de educação não-formal, criado no quadro de ação da
APEFA.
Integrado no projeto “Percursos de Cidadania - Alfabetização e Literacias”, “(Des)Dramatizar o
Saber” debruçou-se sobre a Educação Básica de Adultos, compreendendo-a como o
desenvolvimento de competências essenciais para a vida, para enfrentar os desafios da
contemporaneidade e para fazer aproximar as pessoas adultas da desejada cidadania plena. Assim,
encarando a alfabetização de forma complexa e multifacetada, para lá da aprendizagem da leitura,
escrita e numeracia, procurou abarcar a multidimensionalidade dos sujeitos.
Sob pressupostos democráticos, este projeto, pensado também enquanto obra de arte, foi criado pelos
variados atores, a partir das suas necessidades e vontades e integrando cada uma das suas
personalidades e potencialidades, de forma dinâmica e flexível. Estabelece, desta forma, uma
analogia entre processo educativo e processo criativo, convocando a expressão dramática para um
processo transformador, libertador e empoderador para educandos e educadora.
Considerando os 3.1% de população portuguesa analfabeta e a secundarização a que tem sido votado o
setor da educação de adultos, o projeto aqui relatado ambiciona ser um contributo para a discussão
de possíveis respostas inovadoras, reequacionando-se as políticas públicas, bem como as práticas
pedagógicas. Num diálogo próximo com a educação artística, o projeto, portanto, desafia,
nomeadamente, os moldes do aprender a (des)aprender.
This project report was developed as part of the master's degree in “Educação e Intervenção Social”, specializing in “Desenvolvimento Comunitário e Educação de Adultos”. Based on the methodology of Participatory Action Research, it reflects eight months of collaboration with a group of adult learners, in a non-formal education context, created within the framework of APEFA's action. As part of the “Percursos de Cidadania - Alfabetização e Literacias” project, “(Des)Dramatizar o Saber” focused on Adult Basic Education, understanding it as the development of essential skills for life, to face the challenges of contemporaneity and to bring adults closer to the desired full citizenship. Thus, looking at alphabetization in a complex and multifaceted way, beyond learning to read, write and do numeracy, it sought to encompass the multidimensionality of the subjects. Under democratic assumptions, this project, also thought of as a work of art, was created by the various actors, based on their needs and desires and integrating each of their personalities and potentialities, in a dynamic and flexible way. In this way, it establishes an analogy between the educational process and the creative process, calling on dramatic expression for a transformative, liberating and empowering process for both the learners and the educator. Considering that 3.1% of the portuguese population is illiterate and that the adult education sector has been sidelined, the project reported here aims to be a contribution to the discussion of possible innovative responses, rethinking public policies as well as pedagogical practices. In a close dialogue with art education, the project therefore challenges the molds of learning to (un)learn.
This project report was developed as part of the master's degree in “Educação e Intervenção Social”, specializing in “Desenvolvimento Comunitário e Educação de Adultos”. Based on the methodology of Participatory Action Research, it reflects eight months of collaboration with a group of adult learners, in a non-formal education context, created within the framework of APEFA's action. As part of the “Percursos de Cidadania - Alfabetização e Literacias” project, “(Des)Dramatizar o Saber” focused on Adult Basic Education, understanding it as the development of essential skills for life, to face the challenges of contemporaneity and to bring adults closer to the desired full citizenship. Thus, looking at alphabetization in a complex and multifaceted way, beyond learning to read, write and do numeracy, it sought to encompass the multidimensionality of the subjects. Under democratic assumptions, this project, also thought of as a work of art, was created by the various actors, based on their needs and desires and integrating each of their personalities and potentialities, in a dynamic and flexible way. In this way, it establishes an analogy between the educational process and the creative process, calling on dramatic expression for a transformative, liberating and empowering process for both the learners and the educator. Considering that 3.1% of the portuguese population is illiterate and that the adult education sector has been sidelined, the project reported here aims to be a contribution to the discussion of possible innovative responses, rethinking public policies as well as pedagogical practices. In a close dialogue with art education, the project therefore challenges the molds of learning to (un)learn.
Description
Keywords
Educação (Básica) de adultos Alfabetização Literacia Cidadania Expressão dramática Adult (Basic) education Alphabetization Literacy Citizenship Dramatic expression
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação