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O projeto que este relatório apresenta foi realizado no âmbito do Mestrado em Educação e Intervenção Social da Escola Superior de Educação do Politécnico do Porto, na especialização em Desenvolvimento Comunitário e Educação de Adultos, e refere-se a uma intervenção educativa realizada com um grupo de mulheres de uma Comunidade de Inserção Social (CIS). Tendo como base a metodologia de Investigação-Ação Participativa (IAP), o projeto combinou investigação, ação e reflexão crítica, envolvendo as participantes na conceção, desenvolvimento e avaliação das atividades.
A intervenção partiu da identificação de necessidades expressas pelo grupo, entre as quais a reconciliação com a aprendizagem após experiências escolares marcadas por insucesso, o reforço da autoestima, o desejo de se sentirem informadas e a procura de maior autonomia pessoal e social. Mais do que aplicar um plano predefinido, o projeto quis criar um espaço de diálogo e valorização de saberes, onde cada mulher pudesse experimentar novas formas de expressão e redescobrir o prazer de aprender.
Foram promovidas “oficinas educativas”, semanalmente, que abordaram temas ligados à cidadania, com foco na promoção da literacia e das competências sociais e interpessoais, integrando também momentos de expressão criativa, escrita reflexiva e discussão sobre temas do quotidiano. A flexibilidade foi o princípio orientador, permitindo adaptar as dinâmicas aos ritmos do grupo, às condições logísticas e às necessidades emocionais que iam emergindo. Os resultados observados revelaram mudanças graduais, mas significativas: maior confiança e coesão entre as participantes, fortalecimento da autoestima, reconhecimento das aprendizagens de vida e desenvolvimento de competências pessoais e sociais.
The project presented in this report was carried out as part of the Master's Degree in Education and Social Intervention at the School of Education of the Polytechnic Institute of Porto, specializing in Community Development and Adult Education, and refers to an educational intervention carried out with a group of women from a Social Integration Community (CIS). Based on the Participatory Action Research (PAR) methodology, the project combined research, action, and critical reflection, involving the participants in the design, development, and evaluation of the activities. The intervention was based on the identification of needs expressed by the group, including reconciliation with learning after unsuccessful school experiences, strengthening self-esteem, the desire to feel informed, and the search for greater personal and social autonomy. Rather than applying a predefined plan, the project sought to create a space for dialogue and the appreciation of knowledge, where each woman could experiment with new forms of expression and rediscover the pleasure of learning. Weekly “educational workshops” were held, addressing topics related to citizenship, with a focus on promoting literacy and social and interpersonal skills, also integrating moments of creative expression, reflective writing, and discussion on everyday topics. Flexibility was the guiding principle, allowing the dynamics to be adapted to the group's pace, logistical conditions, and emerging emotional needs. The results observed revealed gradual but significant changes: greater confidence and cohesion among participants, strengthened self-esteem, recognition of life lessons, and the development of personal and social ski
The project presented in this report was carried out as part of the Master's Degree in Education and Social Intervention at the School of Education of the Polytechnic Institute of Porto, specializing in Community Development and Adult Education, and refers to an educational intervention carried out with a group of women from a Social Integration Community (CIS). Based on the Participatory Action Research (PAR) methodology, the project combined research, action, and critical reflection, involving the participants in the design, development, and evaluation of the activities. The intervention was based on the identification of needs expressed by the group, including reconciliation with learning after unsuccessful school experiences, strengthening self-esteem, the desire to feel informed, and the search for greater personal and social autonomy. Rather than applying a predefined plan, the project sought to create a space for dialogue and the appreciation of knowledge, where each woman could experiment with new forms of expression and rediscover the pleasure of learning. Weekly “educational workshops” were held, addressing topics related to citizenship, with a focus on promoting literacy and social and interpersonal skills, also integrating moments of creative expression, reflective writing, and discussion on everyday topics. Flexibility was the guiding principle, allowing the dynamics to be adapted to the group's pace, logistical conditions, and emerging emotional needs. The results observed revealed gradual but significant changes: greater confidence and cohesion among participants, strengthened self-esteem, recognition of life lessons, and the development of personal and social ski
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Educação de adultos Investigação-ação participativa Comunidade de inserção social Cidadania Adult education Participatory action research Social integration community Citizenship
Contexto Educativo
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Sem licença CC