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Authors
Advisor(s)
Abstract(s)
Este estudo apresenta a perspetiva dos professores quanto a possibilidade
de oportunizar, no currículo dos cursos do Programa Nacional de Integração da
Educação Profissional com a Educação Básica na Modalidade de Educação de
Jovens e Adultos (PROEJA), no Instituto Federal Farroupilha (IFFar), a Validação
de Aprendizagens, tendo como referência a Validação de Aquisição de
Experiências – VAE – desenvolvida no Brasil, e os processos de
Reconhecimento Validação e Certificação de Competências – RVCC – que
ocorrem em Portugal. Os processos de reconhecimento possibilitam que os
adultos validem ou até certifiquem as suas aprendizagens adquiridas em
contextos formais, informais e não formais. Para o efeito, verificou-se, a partir
do relato de 12 (doze) docentes dos campi Jaguari e São Vicente do Sul,
entrevistados entre abril e setembro de 2018, a possibilidade de
implementação desta modalidade no IFFar. Os relatos obtidos mencionaram
não ter havido uma formação específica dos docentes para a educação de
adultos, conforme previsão no documento base do PROEJA. Os docentes
entrevistados apontaram que as principais dificuldades enfrentadas na
modalidade encontram-se no campo do capital social e cultural dos alunos,
reconhecendo também dificuldades no campo das suas próprias práticas
pedagógicas. Esta investigação permitiu, sobretudo, estudar o entendimento
dos docentes sobre o aproveitamento das experiências pretéritas dos adultos
na sua prática pedagógica, cuja maioria dos entrevistados ressaltou utilizá-las
no sentido de facilitar suas relações com os estudantes. Por fim, mesmo
havendo alguma resistência, a maioria se mostrou favorável em adotar a VAE
nos currículos dos cursos PROEJA, justificando, principalmente, pelo fator
motivacional do estudante e pelo possível encurtamento de seu percurso
formativo, desde que com um pertinente respaldo institucional para promover
a legitimidade do referido processo.
This study presents the teachers' perspective on the possibility of providing opportunities in the curriculum of the National Program for the Integration of Professional Education with Basic Education in the Modality of Education of Youths and Adults (PROEJA), in the Federal Institute Farroupilha (IFFar), the Learning Validation, having as reference the Acquisition of Experiences Validation - VAE - developed in Brazil, and the Validation Recognition and Competencies Certification - RVCC - processes that occur in Portugal. The recognition processes enable adults to validate or even certify their learning acquired in formal, informal, and non-formal contexts. For this purpose, twelve (12) teachers from the Jaguari and São Vicente do Sul campuses were interviewed between April and September 2018, analysing the possibility of implementing this modality in IFFar. The obtained reports mentioned that there was no teachers’ specific training for adult education, as predicted in the PROEJA base document. The interviewed teachers pointed out that the main difficulties faced in the modality are in the field of the students’ social and cultural capital, recognizing also difficulties in the field of their own pedagogical practices. This research allowed, above all, to study the teachers' understanding about the use of the past adult’s experiences in their pedagogical practice, which most of the interviewed emphasized using them in order to facilitate their relations with students. Finally, even though there was some resistance, most of them were in favor of adopting VAE in the PROEJA’s curriculum courses, justifying, mainly, the student motivational factor and the possible shortening of their training course, with a pertinent institutional support to promote the procedure legitimacy.
This study presents the teachers' perspective on the possibility of providing opportunities in the curriculum of the National Program for the Integration of Professional Education with Basic Education in the Modality of Education of Youths and Adults (PROEJA), in the Federal Institute Farroupilha (IFFar), the Learning Validation, having as reference the Acquisition of Experiences Validation - VAE - developed in Brazil, and the Validation Recognition and Competencies Certification - RVCC - processes that occur in Portugal. The recognition processes enable adults to validate or even certify their learning acquired in formal, informal, and non-formal contexts. For this purpose, twelve (12) teachers from the Jaguari and São Vicente do Sul campuses were interviewed between April and September 2018, analysing the possibility of implementing this modality in IFFar. The obtained reports mentioned that there was no teachers’ specific training for adult education, as predicted in the PROEJA base document. The interviewed teachers pointed out that the main difficulties faced in the modality are in the field of the students’ social and cultural capital, recognizing also difficulties in the field of their own pedagogical practices. This research allowed, above all, to study the teachers' understanding about the use of the past adult’s experiences in their pedagogical practice, which most of the interviewed emphasized using them in order to facilitate their relations with students. Finally, even though there was some resistance, most of them were in favor of adopting VAE in the PROEJA’s curriculum courses, justifying, mainly, the student motivational factor and the possible shortening of their training course, with a pertinent institutional support to promote the procedure legitimacy.
Description
Keywords
Educação de adultos PROEJA Validação de experiências Formação Currículo Adult education Validation of experiences Formation Curriculum
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação