Search

Learning outcomes and their wider impact on people's lives are underexplored among other aspects of learning. Considering lifelong learning as a concept that occur throughout life and is related to identity development, we investigated how lifelong learners perceive its impact in their lives. In the current paper we present a case study of changes in identity’s elements as learning outcomes. As a part of a broader biographical research, the narrative of Eva’s learning experiences allowed researchers to investigate identity as the form that is transformed when transformative learning occurs and how relative theory can be applied in learning outcomes research. The learning experiences gradually developed Eva's lifelong learning identity, which had a significant influence on the development and transformation of her other identities as well. We discuss also learning identity as an element of Eva’ s core identity that helped her cope with difficulties by changing her learning choices to fulfill her personal development targets.

Τα μουσεία στις ημέρες μας αντιμετωπίζουν πολλές προκλήσεις. Στόχος τους είναι να εκπαιδεύσουν και να ψυχαγωγήσουν τους επισκέπτες τους μέσα από δράσεις, που σταδιακά θα μετατρέψουν τον μουσειακό χώρο από στατικό σε ζωντανό και δημιουργικό περιβάλλον στα μάτια του κοινού. Οι νυχτερινές δράσεις -τις οποίες συναντάμε σε περισσότερα μουσεία τα τελευταία χρόνια- απαντούν σε αυτήν την ανάγκη, ανατρέποντας τη στερεοτυπική εικόνα του μουσείου ως αμιγώς εκπαιδευτικού περιβάλλοντος. Μέσα από αυτές τα μουσεία προσπαθούν να προβάλουν το περιεχόμενο και τις συλλογές τους με νέους και δημιουργικούς τρόπους, όπως νυχτερινές ξεναγήσεις, διανυκτερεύσεις, μουσική κ.ά.., ενισχύοντας την κοινωνική διάσταση της επίσκεψης. Το μουσείο, λοιπόν, μετατρέπεται σε έναν χώρο όπου οι άνθρωποι μπορούν να μάθουν, να κοινωνικοποιηθούν και να διασκεδάσουν ταυτόχρονα. Η παρούσα μελέτη παρουσιάζει αρχικά τα αποτελέσματα έρευνας σε εκατόν έξι (106) ελληνικά μουσεία, ώστε να σκιαγραφηθεί το εγχώριο μουσειακό τοπίο σχετικά με τον χαρακτήρα των νυχτερινών δράσεων. Ποια είναι τα χαρακτηριστικά τους, σε ποιες ομάδες κοινού απευθύνονται; Έχουν καθαρά ψυχαγωγικό ή/και εκπαιδευτικό χαρακτήρα; Στον πυρήνα αυτού του προβληματισμού το άρθρο έπειτα εστιάζει στην αξιολόγηση της νυχτερινής δράσης Let’s Be Late! του Βιομηχανικού Μουσείου Φωταερίου της Αθήνας (Β.Μ.Φ.), που απευθυνόταν σε ενήλικο κοινό. Εξετάζει την εκπαιδευτική μεθοδολογία των δράσεων που πραγματοποιήθηκαν, τα δημογραφικά χαρακτηριστικά των συμμετεχόντων και τα μοτίβα συμπεριφοράς τους κατά τη δράση. Τα αποτελέσματά της είναι ενθαρρυντικά ως προς τη δυνατότητα των νυχτερινών μουσειακών δράσεων να προσελκύσουν μεγαλύτερο αριθμό επισκεπτών και να χτίσουν γέφυρες με ένα νέο ηλικιακά ενήλικο κοινό. Αναδεικνύουν, επίσης, την κοινωνική φύση των νυχτερινών μουσειακών εκδηλώσεων ενώ γίνεται φανερό ότι κατά τη διάρκεια αυτών προτάσσεται η ψυχαγωγική διάσταση της μουσειακής επίσκεψης, μέσα από την οποία προσπαθεί το Μουσείο να επιτύχει τους εκπαιδευτικούς του στόχους., Nowadays, museums face many challenges. Their goal is to educate and entertain their visitors through activities that will gradually transform the museum space in the eyes of the public, from static to lively and creative. Late-night events, which we increasingly encounter in museums in recent years, meet this need, overturning the stereotypical image of the museum as a purely educational environment. Late-night events allow museums to promote their content and collections in new and creative ways, such as night tours, sleepovers, music, etc., enhancing the social dimension of the visit. As a result, the museum becomes a place where people can learn, socialize and have fun at the same time. The paper initially presents the results of research conducted in one hundred and six (106) Greek museums in order to outline the museum landscape regarding the character of late-night events. What are their characteristics, to which audience groups do they address? Are they purely recreational and/or educational in nature? At the core of this reflection, the paper then focuses on the evaluation of the "Let's Be Late!" event at the Industrial Gas Museum of Athens, which targeted adult audiences. It studies the activities of the event, the demographics of the participants and their behavioral patterns. The findings indicate that late-night events have the potential to attract a larger number of visitors and develop bridges with a new adult audience. They also emphasize the social nature of the events. It also becomes obvious that the recreational dimension of the museum visit is promoted, through which the Museum attempts to achieve its educational objectives.

In this presentation, we mobilize the concepts of schooling form, popular education and informal learning to have a renewed vision of adults learning in the context of public libraries. Then, we confront this conceptual frame with exploratory empirical data collected in French public libraries through some individuals’ narratives. The first findings give some perspectives to widen adult education and learning.

Το φαινόμενο του κοινωνικού αποκλεισμού εξετάζεται στην πληθυσμιακή ομάδα των εκπαιδευόμενων με μεταναστευτικό ή προσφυγικό υπόβαθρο που φοιτούν στα Σχολεία Δεύτερης Ευκαιρίας και Σχολεία Δεύτερης Ευκαιρίας που λειτουργούν εντός των Καταστημάτων Κράτησης στην Ελλάδα. Συγκεκριμένα, ερευνάται ο βαθμός στον οποίο βιώνουν τον Κοινωνικό Αποκλεισμό οι εκπαιδευόμενοι/ες με μεταναστευτικό ή προσφυγικό υπόβαθρο που φοιτούν σε δομές εκπαίδευσης ενηλίκων στη χώρα υποδοχής και ειδικότερα στα Σχολεία Δεύτερης Ευκαιρίας και στα Σχολεία Δεύτερης Ευκαιρίας Καταστημάτων Κράτησης. Η μελέτη προσεγγίζει τον ΚΑ ως προς τις οικονομικές, κοινωνικές, ατομικές και εκπαιδευτικές συνιστώσες για τον προσδιορισμό της έλλειψης πόρων, αγαθών, δικαιωμάτων και υπηρεσιών. Στην έρευνα συμμετείχαν 320 εκπαιδευόμενοι/ες, από τους οποίους οι 165 φοιτούν σε Σχολεία Δεύτερης Ευκαιρίας και οι 155 σε Σχολεία Δεύτερης Ευκαιρίας Καταστημάτων Κράτησης και ως μέσο συλλογής δεδομένων επιλέχθηκε το γραπτό ερωτηματολόγιο. Τα αποτελέσματα αναδεικνύουν τη σπουδαιότητα των Οικονομικών-Επαγγελματικών Αιτιών Κοινωνικού Αποκλεισμού και συγκεκριμένα τη δυσκολία εύρεσης εργασίας, την ανασφάλεια για απώλεια εργασίας και την εκμετάλλευση στην εργασία που βιώνουν οι εκπαιδευόμενοι/ες των δομών ευκαιρίας, οι οποίοι/ες στο σύνολό τους δεν έχουν ολοκληρώσει την υποχρεωτική εκπαίδευση., The phenomenon of social exclusion is examined in the population group of students with immigrant or refugee backgrounds attending Second Chance Schools and Second Chance Schools operating within detention facilities in Greece. In particular, the extent to which foreign learners experience Social Exclusion is investigated. The sample consists of students with immigrant or refugee backgrounds attending adult education facilities in the host country, namely Second Chance Schools and Second Chance Schools of Detention Centres. The study approaches the SE in terms of economic, social, individual and educational components to determine the lack of resources, goods, rights and services. A total of 320 students participated in the survey, of whom 165 attend Second Chance Schools and 155 attend Second Chance Schools of Detention Centres. The results highlight the importance of the Economic Causes of Social Exclusion and in particular the difficulty of finding a job, the job insecurity and the exploitation at work experienced by the students, who have not completed compulsory education.

Dissertação de Mestrado em Gestão e Políticas Públicas A presente dissertação constitui um estudo sobre os cursos de Educação e Formação de Adultos (cursos EFA) realizado em três escolas da área metropolitana de Lisboa e teve como principal objetivo conhecer a relevância desta oferta educativa no combate ao insucesso e abandono escolares e, em particular, os seus efeitos a nível pessoal, académico e profissional. Foi adotada uma abordagem descritiva, de caso, e de tipo qualitativo. Foram realizadas entrevistas semiestruturadas junto de vinte e nove participantes: catorze formandos, oito ex-formandos, cinco formadores e duas coordenadoras deste curso nas três escolas em estudo. Os resultados mostraram que o curso tem sido frequentado por uma diversidade cada vez maior de pessoas, principalmente jovens, sendo que o que os leva a entrar no curso são sobretudo motivações extrínsecas. Para a maioria dos alunos entrevistados estar no curso, não obstante as dificuldades, constitui uma oportunidade para uma mudança de comportamento e uma mais forte tomada de consciência cívica, maior confiança e motivação para prosseguir estudos. Contudo, nalguns casos o curso não correspondeu às expectativas. No que toca aos coordenadores e formadores os dados revelam que embora seja um público com o qual gostam de trabalhar, subsistem dificuldades em lidar com o forte absentismo existente, os referenciais e a estrutura do curso e o descaso de alguns colegas formadores. Os mesmos consideram o curso vantajoso como meio para prosseguir estudos através de percursos alternativos, mas não para seguir estudos superiores, com exceção dos cursos de dupla certificação. Para os ex-formandos a passagem pelo curso EFA superou as expectativas e os seus efeitos fizeram-se sentir sobretudo na realização pessoal, seguido de ganhos de competências e aptidões académicas e revelando-se menos eficaz no que toca à empregabilidade. Ainda neste contexto é percetível que o curso, mesmo após anos desde a sua implementação, ainda é bastante relevante como medida promotora para o sucesso escolar deste público-alvo, todavia o nível de satisfação não é unânime, sendo necessário rever algumas questões importantes que poderão levar a uma estagnação e pôr em causa a sua evolução. The present dissertation constitutes a case study about the courses of adults education and formation (known as EFA courses) that took place in three schools in the metropolitan area of Lisbon, with the main purpose of know the importance of this educational offer dealing against school failing and dropout and, particularly, its effects on a personal, academic and professional level. A descriptive approach case with qualitative analysis was adopted. Semi-structured interviews were conducted with twenty nine participants distributed by fourteen trainees, eight former trainees, five trainers and two coordinators of the course at the three schools under study. The results indicated that the course has been frequented by a greater diversity of people, especially young adults, since what drives them to enter the course are mainly extrinsic motivations. For the majority of them being on the course, despite difficulties, constitutes an opportunity to behavioral changes, a stronger civic awareness, more confidence and motivation to pursue studies. However, in some cases the course hasn’t matched its expectations. Regarding the trainers and coordinators the data reveals that, although it’s a public they like to work with, there remains some difficulties dealing with the constant absenteeism, the key competencies references, the structure of the course along with some fellow treiners neglect. They conclude that the course’s beneficial as a way to pursue studies through alternative courses, but not so much for those who want to pursue higher studies with an exception of dual certificate courses. To ex-treinees the passage through the EFA course exceeded its expectations and the effects were highly felt mainly in personal achievement, followed by gains in academic skills and aptitudes, but revealed to be less effective regarding employability. Furthermore, it´s noticeable that this public measure, even after years since its implementation, remains as a very important measure that promotes the academic success of this target audience, however many people don’t feel fulfilled, being necessary to review some important issues that may lead to stagnation and cost its evolution. N/A

Orientador: Sylvia Bueno Terzi Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de de Estudos da Linguagem Resumo: Este trabalho investiga os desencontros entre as interpretações de adultos não escolarizados e as de sua professora em aulas de leitura de poemas num curso de letramento oferecido entre 2006 e 2008. Sendo a professora também a pesquisadora, trata-se de uma pesquisa-ação que utiliza alguns instrumentos da etnografia escolar (Ericksson, 1984, 1986) realizada junto a produtores rurais não alfabetizados de um município próximo de Campinas. A prática pedagógica e a análise dos dados se fundamentaram nas teorias propostas pelos Novos Estudos do Letramento (Street, 1984, 1993, 2003; Gee, 1996/2001), além das teorias do letramento situado (Barton, 1994; Barton e Hamilton, 1998) e do letramento crítico (Fehring e Green, 2001). Os dados foram coletados por meio de gravações em áudio das aulas, entrevista aberta e anotações da pesquisadora. A partir da observação dos momentos das aulas em que as interpretações entre professora e alunos divergiam, buscou-se mapear os prováveis fatores que os ocasionaram, assim como as mudanças que advieram destas situações na aprendizagem dos educandos e na prática da educadora. Notou-se, então, que as diferentes visões acerca dos poemas podiam ser explicadas pelas diferenças entre as histórias de letramento apresentadas pelos alunos e pela professora, alguns aspectos de suas concepções de poesia e de suas perspectivas sócioculturais, bem como o conhecimento insuficiente da educadora a respeito do letramento dos educandos no início do trabalho, ou as associações mentais que embasavam as interpretações dos participantes. Houve, então, um processo em que os alunos foram se adaptando à nova prática de letramento que conheceram, enquanto a professora também se adaptou às possibilidades interpretativas dos alunos. Dessa forma, ao final do curso, os educandos já percebiam que algumas interpretações não eram justificadas pelo texto, e vivenciavam experiências significativas de leitura poética; enquanto a educadora havia percebido a necessidade de uma adequação temática dos textos selecionados para que tal experiência fosse possível e já não exigia interpretações ideais, mas aceitava as visões dos alunos, buscando mostrar os limites estabelecidos pelas palavras presentes no poema. A análise dos dados também foi subsidiada pela teoria transacional da leitura e da escrita (Rosenblatt, 1938/1995, 1978/1994 e 1994). Abstract: This paper investigates the discrepancies that occurred between the interpretations of non-educated adult students and those of their teacher in poetry reading classes during a literacy course taught from 2006 through 2008. As the teacher was also the researcher, this is an action research project developed among illiterate agricultural workers in a town near Campinas. Pedagogical practice and analyses were based on the theoretical foundations suggested by the New Studies on Literacy (Street, 1984, 1993, 2003; Gee, 1996/2001) as well as the situated literacy theories (Barton, 1994; Barton e Hamilton, 1998) and critical literacy (Fehring e Green, 2001). Data were collected by means of audio recording of classes, open interviews and notes taken by the researcher. By observing the incidents in class when the interpretations of teacher and students diverged, this paper seeks to outline the probable factors that provoked the discrepancies as well as the modifications that resulted from these situations in the students' learning process and in the teacher's practice. Accordingly, it was observed that different views of the poems could be explained by differences in literacy backgrounds, the notions about poetry and sociocultural perspectives introduced by the students and the teacher, as well as the teacher's insufficient familiarity with the students' literacy backgrounds at the outset of the project, or the mental associations that formed the basis of the participants' interpretations. During this process, therefore, the students gradually adapted themselves to the new literacy practices with which they were becoming familiar, while the teacher also became accustomed to the interpretative capabilities of the students. Thus, towards the end of the course, the students began to perceive that some interpretations were not supported by the text, and they had meaningful experiences of reading poetry; while at the same time the teacher realized the need to adapt the themes of the selected texts to enable such experiences, and no longer expected "ideal" interpretations but accepted the students' own views seeking to illustrate the limitations set by the words in the poem. The analyses were also based on the transactional theory of reading and writing (Rosenblatt, 1938/1995, 1978/1994 e 1994). Key words: Literacy; action research; adult education; teaching of literature. Mestrado Língua Materna Mestre em Linguística Aplicada

L'ensenyament del català a adults ha anat canviant en les últimes dècades. S'ha passat d'un alumnat homogeni de persones castellanoparlants provinent d'altres comunitats autònomes de l'Estat espanyol a una realitat d'aula molt diversa quant a procedències, llengües i experiències viscudes dels aprenents. Aquest canvi ha posat de manifest la necessitat de formació del professorat per adaptar-se a aquest nou context i les necessitats lingüístiques d'aquest públic tan heterogeni. Per fer front a aquesta diversitat, s'han implementat diferents pràctiques que afavoreixen que l'alumne esdevingui el centre de l'aprenentatge i aposten per una humanització i personalització de l'educació. Es potencien activitats significatives que permeten crear ponts amb la realitat de l'alumne fora de l'aula i donar resposta als seus objectius específics i interessos. La finalitat és capacitar l'alumne per ser un interlocutor competent en diversos àmbits. The teaching of Catalan to adults has been changing in recent decades. We have moved from having a homogeneous group of Spanish-speaking students coming from other regions of Spain to a very diverse classroom reality in terms of backgrounds, languages and experiences of the learners. This change has highlighted the need for teacher training to adapt to this new context and the linguistic needs of this heterogeneous public. In order to cope with this diversity, different practices have been implemented to promote placing the learner at the center of learning process and a committed to the humanization and personalization of education. Meaningful activities are promoted to connect with the student's reality outside the classroom and to respond to their specific goals and interests. The aim is to enable the student to be a competent interlocutor in various areas and situations. La enseñanza del catalán a adultos ha ido cambiando en las últimas décadas. Se ha pasado de un alumnado homogéneo, de personas castellanohablantes, procedentes de otras comunidades autónomas del Estado español, a una realidad de aula muy diversa en cuanto a procedencias, lenguas y experiencias vividas de los aprendices. Este cambio ha puesto de manifiesto la necesidad de formación del profesorado para adaptarse a este nuevo contexto y a las necesidades lingüísticas de este público tan heterogéneo. Para hacer frente a esta diversidad, se han implementado diferentes prácticas que favorecen que el alumnado sea el centro del aprendizaje y apuestan por una humanización y personalización de la educación. Se potencian actividades significativas que permiten crear puentes con la realidad del alumno fuera del aula y dar respuesta a sus objetivos específicos e intereses. La finalidad es capacitar el alumno para ser un interlocutor competente en distintos ámbitos.

This thesis had a double objective :On one hand, to explore the effect of motivational determinants on the adults’ auto-efficacy feeling in learning sciences, and on the other hand, to check the relevance of the existence of a scientific school categorization (SSC) in Cameroon. Significant conclusions were drawn. From the positions of the centers of gravity of groups of individuals observed on the factor maps, the "good" in mathematics and physics are opposed to the "good" in letters and humanities. Furthermore, the correlations between the "good" in letters and human sciences from primary to higher education, we could conclude that there is a SSC in the Cameroonian education system, similar to that of the French socio-educational system. The correlations suggest that the young and the men are more engaged in sciences while the old and the women remain more in human sciences and arts. Moreover, the exploration of the motivational determinants revealed the existence of the conative obstacle (Las Vergnas, 2011) stemming from the school history of adults, and the bad marks and sanctions whose consequence is that they create a "hole" of competence or learning that now makes adults feel unable of doing sciences. Apart from the devastating effects of this obstacle, the thesis has established that there are two dimensions of SSC in the Cameroonian education system, namely an initial SSC in adolescents and a persistent SSC in adults. We could envisage correcting it through the reorganization of study streams, or by putting a particular emphasis on scientific education with the creation of new hybrid training study streams, which open up jobs in the digital sector, or at least by the openness towards versatility or numeric humanities. Finally, the launching of a large international study could extend this study, which will have highlighted the relationship to age, sex, cultural and intercultural factors, to long life education, as well as entrepreneurial education and sustainable development.; Cette thèse visait un double objectif : explorer l’effet des déterminants motivationnels sur le sentiment d’efficacité personnelle (SEP) des adultes à apprendre les sciences et vérifier la pertinence de l’existence d’une catégorisation scientifique scolaire (CSS). Les enquêtes traitées à l’aide de l’analyse factorielle des correspondances (AFC) ont permis de constater sur les plans factoriels, l’opposition entre les « bons » en mathématiques et physiques et les « bons » en lettres et sciences humaines, et de la corrélation entre les « bons » en lettres et sciences humaines du primaire au supérieur. Les jeunes et les hommes sont plus engagés dans les sciences alors que les vieux et les femmes sont plus littéraires. On a pu conclure à l’existence dans le système éducatif camerounais, d’une CSS camerounaise semblable à celle du système socioéducatif français. L’exploration des déterminants motivationnels a ainsi révélé l’existence de l’obstacle conatif (Las Vergnas, 2011) aux effets dévastateurs issu du passé scolaire des adultes et des mauvaises notes et sanctions dont la conséquence est qu’elles créent un trou de compétence ou d’apprenance qui désormais fait que les adultes se sentent incapables de faire les sciences. La thèse a permis d’établir deux dimensions de CSS dans le système éducatif camerounais, une CSS initiale chez les adolescents et une CSS persistante chez les adultes. La CSS pourrait être corrigée par la réorganisation des filières d’études. Un accent sera mis sur l’éducation scientifique avec la création de nouvelles filières d’études hybrides qui ouvrent sur les métiers du secteur numérique, soit par l’ouverture vers la polyvalence et les humanités numériques. Enfin, cette étude qui aura permis de mettre en évidence la relation à l’âge, au sexe ou genre, au culturel et à l’interculturel, à la formation tout au long de la vie, ainsi qu’à l’éducation entrepreneuriale et au développement durable, pourrait être prolongée par le lancement d’une sur le sens du travail et le sens de la vie, et une étude internationale.

This diploma thesis deals with the motivation of adults to the higher education in the master's degree program Educational Management at the faculty of education at Charles University. The first part of the work is focused on a clear summary of basic knowledge about adult education and motivation. This part introduces concepts such as lifelong learning, adult education in the Czech Republic and at Czech universities, the master's program Management of Education, types and basic theories of motivation and motivation of adults to learn. The second part of the thesis contains a description of the methodology and the results of the survey. The survey is based on semi-structured interviews with students studying in the master's degree program Educational Management at the faculty of education at Charles University. The interviews focus on what motivated adults to study in the master's degree program, why they chose the Education Management program, what is their current motivation to learn, what benefits of studying they perceive, what barriers they perceive during their studies and what plans they have after graduation. At the end of the thesis the results of the research are evaluated, and recommendations are proposed. The aim of the diploma thesis is to analyze the motivation of adults for higher...

In this paper we will discuss the role of cinema as an educational tool in the perspective of Welsh author Raymond Williams (1921-1988). Best known for being one of the forerunners of so-called Cultural Studies and for studies involving literature or theater, Williams also had significant intellectual output related to film and education, both in practical terms, with his film tutorials in adult education or in projects (in this case, together with the English director Michael Orrom), and in theoretical terms, where it defends the necessity of the construction of a new film criticism. Both aspects will be addressed here, ending with the author's analysis of Wild strawberries (Ingmar Bergman, 1957) in which he presents an example of this criticism. It is intended to point out the relevance of Williams in the discussion of the relations between cinema and education, a barely investigated theme about this important interpreter of culture and society. En este artículo discutiremos el papel del cine como herramienta educativa en la perspectiva del autor galés Raymond Williams (1921-1988). Más conocido por ser uno de los precursores de los llamados Estudios Culturales y por los estudios involucrando literatura o teatro, Williams tuvo también una significativa producción intelectual relacionada al cine y la educación, tanto en términos prácticos, con sus tutoriales sobre cine en la educación de adultos o en proyectos (en este caso, junto al director inglés Michael Orrom), como en términos teóricos, donde defiende la necesidad de la construcción de una nueva crítica fílmica. Aquí se abordarán ambos aspectos, finalizando con el análisis que el autor hace de Fresas salvajes (Ingmar Bergman, 1957) en la que presenta un ejemplo de esa crítica. Dentro de eso, se pretende apuntar la relevancia de Williams en la discusión sobre las relaciones entre cine y educación, algo poco investigado sobre ese importante intérprete de cultura y sociedad. Neste artigo discutiremos o papel do cinema como ferramenta educativa na perspectiva do autor galês Raymond Williams (1921-1988). Mais conhecido por ser um dos precursores dos chamados Estudos Culturais e pelos estudos envolvendo literatura ou teatro, Williams teve também uma significativa produção intelectual relacionada ao cinema e à educação, tanto em termos práticos, com seus tutorais sobre cinema na educação de adultos ou em projetos propriamente cinematográficos (nesse caso, junto ao diretor inglês Michael Orrom), quanto em termos teóricos, onde defende a necessidade da construção de um novo criticismo fílmico. Aqui serão abordados ambos os aspectos, finalizando com a análise que o autor faz de Morangos silvestres (Ingmar Bergman, 1957) na qual apresenta um exemplo desse criticismo. Dentro disso, pretende-se apontar a relevância de Williams na discussão sobre as relações entre cinema e educação, algo pouco investigado sobre esse importante intérprete de cultura e sociedade

O artigo visa a apresentar uma análise sobre as representações de formadores do sistema de reconhecimento, validação e certificação de competências - RVCC - acerca da avaliação das aprendizagens dos adultos que se encontram em formação. Para isso, foi realizada uma investigação qualitativa, concretizada pelo estudo documental e pela entrevista semiestruturada de quatro formadores desse sistema. Os resultados obtidos permitiram concluir que os formadores associaram uma maior objetividade à avaliação sumativa, apontando como foco de debilidade do sistema de RVCC a subjetividade na interpretação dos referenciais de competências-chave e a indução de competências por meio da análise de textos reflexivos de caráter autobiográfico, que devem fazer parte do portefólio reflexivo de aprendizagem. Eles defendem uma maior responsabilização do formador pelas validações efetuadas. This paper aims to provide an investigation of the representations of trainers system of recognition, validation and certification of competences - RVCC - on the assessment of learning of adults trained in this way. For this, we conducted a qualitative investigation, which is achieved through semi-structured interviews to four trainers in this system. The results allowed us to conclude that trainers associated greater objectivity to summative assessment, the focus of which pointed to the weakness of the system RVCC subjectivity in the interpretation of referential key competencies and inducing skills through reflective analysis of texts oriented autobiographical that should be part of the portfolio reflective learning. Advocate greater accountability trainer by validations performed. El artículo tiene el propósito de presentar un análisis sobre las representaciones de formadores del sistema de reconocimiento, validación y certificación de competencias -RVCC- acerca de la evaluación de los aprendizajes de los adultos que se encuentran en formación. Para ello se realizó una investigación cualitativa, que se llevó a cabo por medio del estudio documental y la entrevista semiestructurada de cuatro formadores de dicho sistema. Los resultados que se obtuvieron permitieron concluir que los formadores asociaron una mayor objetividad a la evaluación sumativa, señalando como foco de debilidad del sistema de RVCC la subjetividad en la interpretación de los referentes de competencias clave y la inducción de competencias por medio del análisis de textos reflexivos de carácter autobiográfico, que deben formar parte del portafolio reflexivo de aprendizaje. Ellos defienden una mayor responsabilización del formador por las validaciones efectuadas.

Relatório de estágio de mestrado em Educação (área de especialização em Educação de Adultos e Intervenção Comunitária), A presente investigação/intervenção foi concretizada numa IPSS do norte do país visando a promoção da qualidade de vida na terceira idade. O estágio decorreu no âmbito do Mestrado em Educação, área de especialização de Educação de Adultos e Intervenção Comunitária. O projeto “O envelhecimento ativo para a sustentabilidade da qualidade de vida” teve como público-alvo um grupo de adultos em processo de reforma e pré-reforma, provenientes de um bairro social. Neste contexto estabelecemos como finalidade da intervenção a promoção de um desenvolvimento integral, recorrendo ao estímulo de um envelhecimento ativo e à aquisição de novas aprendizagens/conhecimentos. A EAIC permitiu estimular nesta população um espirito de envelhecimento ativo, com a transformação do seu quotidiano, inserido numa dinâmica de educação ao longo da vida, aliada a momentos de lazer e diversão. Compreendeu-se que o paradigma de investigação/intervenção mais adequado a este projeto era o qualitativo, mais concretamente o paradigma interpretativo hermenêutico. A investigação-ação participativa evidenciou-se como a metodologia mais adequada para este projeto enquanto promotora da participação e motivação de todos os agentes sociais. Com o intuito de alcançar a finalidade estipulada foram desenhadas quatro oficinas com atividades direcionadas aos interesses e necessidades dos utentes. Essas atividades albergam a utilização das novas tecnologias, a promoção de um estilo de vida saudável, o exercício mental, o contacto com a cultura e o sentido reflexivo do público-alvo. No final do projeto, atestamos que os utentes se sentiram felizes e realizados por integrarem este projeto, contribuindo para alteração do seu quotidiano e, por conseguinte, para a melhoria da sua qualidade de vida., This investigation/intervention was developed in a Private Institution of Social Solidarity in the north of the country and it was aimed to improving the quality of life of the elderly. The internship was part of the Masters of Education, particularly in the specialization of Adult Education and Community Intervention. The project “Active aging for the sustainability of the quality of life” had as target a group of adults in the process of retirement or pre-retirement, mostly from a social housing neighborhood. In this context, we established as an aim to achieve the promotion of an integral development, by stimulating active aging and the acquisition of new knowledge and skills. The Adult Education and Community Intervention approach allowed to stimulate in this population an active aging disposition with the transformation of their daily life, by adopting a dynamic of long-life education, as well as providing moments of leisure and even fun. We understood that the investigation/intervention paradigm that was more appropriate for this project would be qualitative, more specifically the interpretive-hermeneutic paradigm. The investigation-participatory action was considered the most appropriate methodology for this project, as it allows the promotion of the participation and motivation of all the social agents. To achieve the objectives we had designated, we developed four workshops with activities that were related to the users’ interests and needs. These activities consisted in the use of new technologies, the promotion of healthy lifestyles, mental exercise, contact with different aspects of culture and the reflective sense of the target group. By the end of the project, we attested that the users were happy and fulfilled for being part of a project that contributed to a change in their daily lives and, therefore, improved their standard of living.

Dissertação de mestrado em Educação (área de especialização em Formação, Trabalho e Recursos Humanos), O estudo que se apresenta neste documento desenvolveu-se sobre a problemática da avaliação do ciclo formativo, com o intuito de perceber quais as fases que constituem uma ação de formação, desde a sua conceção, à sua avaliação. Com este estudo pretende-se mostrar a conceção de uma ação de formação em contexto real de trabalho, numa empresa cujo produto principal é a formação contínua de adultos Este estudo permitirá perceber a importância de cada fase do ciclo formativo e como elas se encadeiam entre si, resultando numa ação de formação completa e bem-sucedida. Para isso serão abordadas as características principais de fases como o diagnóstico de necessidades de formação, a elaboração do programa de formação, a definição dos objetivos de formação, a avaliação de satisfação, a avaliação de impacto, a avaliação de transferência, entre outros. Este estudo surge no âmbito do segundo ano do Mestrado em Educação na área de especialização de Formação, Trabalho e Recursos Humanos e para que este estudo se pudesse concretizar, teve como contexto organizacional um centro de formação designado por Trilhos, que desenvolve formação profissional para adultos, numa lógica de comercialização da mesma. Este estudo teve duas componentes centrais: a componente prática que consistiu na realização de diversas atividades no contexto real de trabalho, incluindo a observação de uma ação de formação e a componente académica e teórica que consistiu na elaboração deste documento e na análise de todos os dados de investigação recolhidos ao longo do estágio., The study presented on this document was developed around the topic of the evaluation of the training cycle, in order to figure out the stages that compose a training action, since his design until his avaluation. This study aims to show the design of a training action in a real work environment, in a company which main product is continuing training for adults. This study will alow to reflect the significance of each stage of the training cycle and how they are linked to each other resulting in a complete and successful training action. For this to happen, we will discuss the main characteristics of the stages as the diagnosis of training needs, the development of the training program, the definition of training objectives, evaluation of satisfaction, impact assessment, evaluation of transfer, among others. This study appears at the second year of the Master in Education in the specialty of Training, Work and Human Resources and so for this study happen, he took place in a context of a training center called Trilhos, which develops professional training for adults, as a marketing process. This study had two main components: the practical component which consisted in the execution of various activities at a real work environment, including the observation of a training action and the academic and theoretical component which consisted in the formulation of this document and the analysis of all research data collected over the internship.

After 12 years of adults’ education and training coherent programs in Portugal (1999-2011), a drop-off of these programs suddenly emerged as a result of the governmental austerity public policies implemented between 2011 and 2015, disregarding the Renewed European Agenda for Adult Learning of 2011, established on the basis of the European Council strategy for education and training 2020 (2009). In 2016 a new program for adults’ qualification was created, with the goals of promoting the productivity, innovation and growing of the country through the development of learning and professional competencies in people who couldn’t conclude the mandatory formal education or need to develop new skills. The experience of the education and training courses (EFA) realized in the context of the late “New Opportunities” Program was the subject of more than a thousand publications. With the main goal of providing useful information for the development of the new “Qualifica” programs, the present paper intends to analyze those publications, aiming to identify the research questions and the key subjects addressed by the studies and the results that were achieved in terms of the assessment and impact of the courses in the students’ lives; other goals deal with the identification of the academic institutions where these works were developed, the type of publications and the research fields that led to the specific researches, the most influential authors and the network of citations and collaboration between authors and institutions. The methods applied coincide with the ones of a literature review, including bibliographic search and retrieval and content and bibliometric analysis. A particular emphasis is given to the studies regarding women and literacy. Results show a universe of publications that includes mostly master and doctoral thesis, but also book chapters, journal articles and conference papers. 24 works are listed on the Portuguese Open Access Scientific Repository (RCAAP), although only 12 reached a prestige bibliographic database such as Web of Science. Most of the studies tried to describe and assess the results of the EFA courses, mainly in terms of the achievements in literacy, self-esteem, special qualifications and employment of the participants (social and intellectual capital) and were developed in the context of Education, Sociology, Psychology and Information Science research fields. Google Scholar notices around 100 publications that worked with the subjects of literacy and women, but only four authors devoted their study specifically to women’s achievements through the adult’s courses. Most Portuguese academic institutions with Education courses supported studies on the subject, though the results show that the universities of Algarve, Minho, Trás-os-Montes e Alto Douro and Nova de Lisboa carried the most of the researches. Finally, the results of the studies analized lead to the conclusion that EFA courses play an important role in the life of the citizens, promoting new opportunities of employment, changes in values and attitudes and, in general, a gain not only in intellectual capital, but mainly in the social capital of the people who attended the education and training programs, especially in women.

Σκοπός της παρούσας εργασίας είναι να διερευνηθούν οι προσδοκίες των εκπαιδευόμενων στο Σχολείο Δεύτερης Ευκαιρίας (Σ.Δ.Ε.), υπό την οπτική της ανταπόκρισης στους διακηρυγμένους στόχους του εκπαιδευτικού θεσμού, σε σχέση με τα κοινωνικο-οικονομικά οφέλη κατά την περίοδο της οικονομικής κρίσης στην Ελλάδα, μετά την απόκτηση του «τίτλου» σπουδών τους. Η εργασία αξιοποιεί τις έννοιες του πεδίου, του θεσμοποιημένου κεφαλαίου και του συμβολικού κεφαλαίου από το θεωρητικό σχήμα του Pierre Bourdieu. Η συλλογή των δεδομένων έγινε με τη χρήση 14 ημι-δομημένων συνεντεύξεων και η επεξεργασία τους με ποιοτική ανάλυση περιεχομένου. Τα ερευνητικά μας ευρήματα κατέδειξαν ότι οι εκπαιδευόμενοι από τη μια πλευρά κατανοούν την αναγκαιότητα της πρόσκτησης του θεσμοποιημένου κεφαλαίου το οποίο θα τους εξασφαλίσει το δικαίωμα εισόδου στο πεδίο εργασίας και τη βελτίωση της οικονομικής τους κατάστασης, από την άλλη πλευρά ωστόσο, φάνηκε ότι αντιμετωπίζουν τον τίτλο σπουδών ως ένα ανίσχυρο διακύβευμα για την πραγματοποίηση των προσδοκιών τους. Έτσι, επενδύουν στη μετατρεψιμότητα του θεσμοποιημένου κεφαλαίου τους σε συμβολικό κεφάλαιο, ευελπιστώντας ότι μπορεί εν δυνάμει, να τους αποφέρει κέρδη., The purpose of this study is to investigate the expectations of the learners in Second Chance School (S.C.S), in regard to the stated objectives of this type of school and in relation to the socio-economic benefits during the economic crisis in Greece, after their degree. The paper uses the concepts of the field of institutionalized and symbolic capital from the theory of Pierre Bourdieu. The data were collected by using the technique of 14 semi-structured interviews and for their analysis it was applied a qualitative content analysis. Our research findings showed that the students consider the obtained school degree necessary but not sufficient to improve their economic and employment status. At the same time, they hope that its convertibility into symbolic capital, potentially, will bring them profits.

Submitted by Erica Bastos (ebastosp@yahoo.com.br) on 2016-07-18T22:38:30Z No. of bitstreams: 1 Tese versão impressão 2.pdf: 1509521 bytes, checksum: 38ab36d248053c592798677280af8af3 (MD5) Rejected by Maria Auxiliadora da Silva Lopes (silopes@ufba.br), reason: Prezada Erica, Os campos referentes ao autor, orientador e participantes da banca devem ser preenchidos com os nomes por completo. Saudações, Auxiliadora on 2016-07-19T19:13:33Z (GMT) Submitted by Erica Bastos (ebastosp@yahoo.com.br) on 2016-07-24T20:46:25Z No. of bitstreams: 1 Tese versão impressão 2.pdf: 1509521 bytes, checksum: 38ab36d248053c592798677280af8af3 (MD5) Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-07-28T18:56:18Z (GMT) No. of bitstreams: 1 Tese versão impressão 2.pdf: 1509521 bytes, checksum: 38ab36d248053c592798677280af8af3 (MD5) Made available in DSpace on 2016-07-28T18:56:18Z (GMT). No. of bitstreams: 1 Tese versão impressão 2.pdf: 1509521 bytes, checksum: 38ab36d248053c592798677280af8af3 (MD5) Fundação de Amparo à Pesquisa do Estado da Bahia- FAPESB Esta pesquisa pleiteou compreender percepções sobre os processos de aprendizagem da leitura, escrita e oralidade na EJA, relacionando com os usos sociais da língua, considerando as singularidades dos sujeitos. O desejo de realizar este trabalho nasceu do interesse em compreender sobre o aprendizado na EJA a partir da perspectiva dos sujeitos que a vivenciam. Assim, as tessituras do trabalho se iniciam com a apresentação do perfil dos docentes e discentes pesquisados, no intuito de entendê-los como sujeitos subjetivos e fundamentais para compreender o contexto pesquisado. Apresenta-se também as concepções de língua, contemplando seus aspectos orais e escritos, no intuito de pensar a escola como espaço de aprendizado e de convivência com as diversidades. O trabalho se construiu também com base em leituras de autores da área da educação como Arroyo (2011); Soares (2005) e da sociolinguística como Bagno (2004, 2011), Geraldi (2006) Matos e Silva (2004), e, especialmente, do diálogo com educadores e educandos das classes da EJA. Foi realizada uma pesquisa com abordagem etnográfica, tendo como premissas a escuta sensível dos sujeitos e a intepretação desses dizeres. O trabalho de campo foi realizado numa escola da rede pública de ensino da cidade do Salvador, que funciona como Centro de Educação de Adultos. Tomando como referência a análise de conteúdo para auxiliar nas compreensões dos dizeres dos sujeitos pesquisados, a estrutura desta pesquisa foi se compondo. Ainda, com base nas leituras realizadas e nos diálogos construídos compreende-se que que os sentidos e significados sobre os processos de aprendizado da leitura, escrita e oralidade na EJA precisam de um olhar cuidadoso sobre os dizeres de docentes e discentes, ressignificando concepções e práticas pedagógicas existentes nesses processos. Assim, percebeu-se a importância da construção de currículos dialógicos que considerem os usos sociais da língua; as subjetividades dos sujeitos e os desejos e demandas dos aprendentes. Isso se faz necessário para que a EJA se configure como uma modalidade da educação básica que possibilite a emancipação dos sujeitos pelo viés do aprendizado da língua em suas múltiplas funcionalidades. ABSTRACT This research aimed to understand perceptions the learning processes in the reading, writing and speaking in relating them to the social usage of the language, taking into consideration the idiossincrasies of the individuals; The will to do this work came from the interest in understand the learning in EJA from the perspective of the individuals who experience it. Thus the structure of this job starts with the presentation of the profile of the teachers and students interviewed, in order to understand them as subject and fundamental individuals to understand the context investigated. This work also presents the concepts of language, embracing its oral and written aspects, in order to see school as a space for learning and living with diversity. This job was also based on reading of works of authors who wrote about Education, such as Arroyo (2011); Soares (2005); and sociolinguistics, such as Marcos Bagno (2004, 2011); Geraldi (2006) and Matos e Silva (2004), and especially, on the dialogues with teachers and pupils of EJA classes. A research with ethnographic approach was done, having as its arguments the sensitive hearing of the individuals and the interpretation of their speech. The in loco research was done at a public school in the city of Salvador which functions as na Adults Education Center. Taking as a reference the analysis of content in order to help understand the interviewees’ speech, the structure of this research was built. Still based on the readings done and the dialogues constructed, one can understand that the senses and meanings about the learning process of reading, writing and speaking in EJA require a more careful look when it comes to the speech of teachers and pupils, ressignifying ideas and pedagocical practices inherent to the process. Thus we could perceive the importance of the construction of dialogical syllabuses that take into account the social usage of the language, the individuals’ idiossincrasies and the wishes and demands of pearners. Such a thing is necessary so that EJA establishes itself as a type of elementary education which enables the emancipation of the individuals through the perspective of the language learning in its multiple functionalities.

El presente trabajo de fin de grado, se llevó a cabo en el Centro de Educación Permanente para Adultos C.E.P.E.R. Tartéside de Camas. El estudio que presentamos se centra en conocer cómo se propicia una transformación positiva en el desarrollo personal socio-afectivo de los estudiantes adultos mayores, a través de su participación en la propuesta formativa de Ciudadanía Activa: Patrimonio Cultural Andaluz. Asimismo, intentaremos comprender cuáles son las principales motivaciones de la población de avanzada edad para implicarse en los procesos de Educación Permanente. Elegimos para la realización de nuestro trabajo una metodología de investigación híbrida, en la que realizamos técnicas combinadas cuantitativas y cualitativas, dando voz a los participantes para que sean ellos mismos quiénes hagan una reflexión del por qué y para qué retomar el proceso educativo en esta etapa de su vida. The current study was carried out in the Permanent Education Center C.E.P.E.R. Tartéside in Camas (Sevilla). The present study focused on researching how a positive transformation in the personal socio-affective development of older adult students is promoted through their participation in the training Ciudadanía Activa: Patrimonio Cultural Andaluz. Furthermore, we tried to understand what are the main motivations of the elder population to engage in Permanent Education processes. We choose a hybrid methodology research to carry out our work combining quantitative and qualitative techniques to give voice to the participants to be themselves in order to make a reflection on the reasons of the educational process at this stage of their life. Universidad de Sevilla. Grado en Educación Primaria

This paper aims to provide an investigation of the representations of trainers system of recognition, validation and certification of competences – RVCC – on the assessment of learning of adults trained in this way. For this, we conducted a qualitative investigation, which is achieved through semi-structured interviews to four trainers in this system. The results allowed us to conclude that trainers associated greater objectivity to summative assessment, the focus of which pointed to the weakness of the system RVCC subjectivity in the interpretation of referential key competencies and inducing skills through reflective analysis of texts oriented autobiographical that should be part of the portfolio reflective learning. Advocate greater accountability trainer by validations performed. El artículo tiene el propósito de presentar un análisis sobre las representaciones de formadores del sistema de reconocimiento, validación y certificación de competencias –RVCC– acerca de la evaluación de los aprendizajes de los adultos que se encuentran en formación. Para ello se realizó una investigación cualitativa, que se llevó a cabo por medio del estudio documental y la entrevista semiestructurada de cuatro formadores de dicho sistema. Los resultados que se obtuvieron permitieron concluir que los formadores asociaron una mayor objetividad a la evaluación sumativa, señalando como foco de debilidad del sistema de RVCC la subjetividad en la interpretación de los referentes de competencias clave y la inducción de competencias por medio del análisis de textos reflexivos de carácter autobiográfico, que deben formar parte del portafolio reflexivo de aprendizaje. Ellos defienden una mayor responsabilización del formador por las validaciones efectuadas. O artigo visa a apresentar uma análise sobre as representações de formadores do sistema de reconhecimento, validação e certificação de competências – RVCC – acerca da avaliação das aprendizagens dos adultos que se encontram em formação. Para isso, foi realizada uma investigação qualitativa, concretizada pelo estudo documental e pela entrevista semiestruturada de quatro formadores desse sistema. Os resultados obtidos permitiram concluir que os formadores associaram uma maior objetividade à avaliação sumativa, apontando como foco de debilidade do sistema de RVCC a subjetividade na interpretação dos referenciais de competências-chave e a indução de competências por meio da análise de textos reflexivos de caráter autobiográfico, que devem fazer parte do portefólio reflexivo de aprendizagem. Eles defendem uma maior responsabilização do formador pelas validações efetuadas.

O presente artigo, baseado num trabalho de investigação, pretende evidenciar o impacto que os cursos EFA (Educação e Formação de Adultos) de nível básico tiveram nas mudanças ocorridas na vida profissional dos adultos. Os cursos EFA, que surgiram em Portugal em 2000, enquadram-se nas grandes linhas orientadoras da aprendizagem ao longo da vida seguidas na Europa e têm como principais objectivos aumentar a competitividade, promover a empregabilidade, reforçar a coesão social e elevar os níveis de educação e qualificação da população. Tendo em conta esta premissa, a educação de adultos deve dotar os cidadãos de competências necessárias para dar resposta às exigências actuais, isto é, deve dotá-los de competências que lhes permitam adaptar à sociedade e às necessidades de cada momento, promovendo a autonomia, a adaptabilidade, a flexibilidade, a criatividade e a participação crítica na vida social e profissional. Neste momento, a Iniciativa Novas Oportunidades1, da qual fazem parte os cursos EFA, encontra-se numa fase de reestruturação, sendo importante, por isso, analisar o contributo desta oferta formativa para a qualificação da população portuguesa e para a sua inserção no mercado de trabalho, aferindo se os adultos que frequentam estes cursos adquirem competências que lhes permitam enfrentar os desafios da nova sociedade e do mercado de trabalho, tal como preconizado pelas políticas europeias relativamente à educação de adultos., The presented article based on a research work seeks to reflect on the impact that Adults Education Training Courses (basic level) had on the changes that have occurred in adults’ professional lives. The Education and Adults Training Courses that emerged in Portugal in 2000 fit in the guide lines of learning through life followed by Europe. In this context, the main objectives are to increase competitiveness, promote employability, reinforce social cohesion and increase education and qualification levels. Taking this premise into account, Adults Education should give citizens the required skills to face the demands of these days, namely should give skills that allow them to adapt to society and to the needs of each day , promoting autonomy, adaptability, flexibility, creativity and critical participation in social and professional life. The Education Training Courses are part of The New Opportunities Initiative2. This initiative is currently being restructured so it is important to analyse the contribution of this training offer to the Portuguese’s qualification and to their inclusion in the labour market, measuring if adults that attended these courses obtained skills that allow them to face the challenges of this new society and work market, such it has been advocated by European policies concerning adults education.

Treball Final de Grau en Mestre o Mestra d'Educació Primària. Codi: MP1040. Curs acadèmic 2013-2014

Treball Final de Grau en Mestre o Mestra d'Educació Primària. Codi: MP1040. Curs acadèmic 2013-2014

The Brazilian Literacy Movement (MOBRAL), the exception´s government program for adult and young adult education, who commanded the country between 1964 and 1985, was an initiative to solve the illiteracy of the Brazilian population. The program´s structure privileged local performance and the object of this research is to find out how the movement had been installed in Santos, which is far 80km from the principal city and is the most important gateway to export agriculture and industrial products. Because of the National Security Area, during the movement install the population of the city was prohibited to choose own major, in 1969. The settlement of MOBRAL in Santos, apparently, would work automatically because of close relationship between the man who was chosen by military government to lead the city and the president. However, Education Municipal Department documents presents resistance to implement the initiative, beyond it had been denied until the new major and all the secretaries enjoin the city in 1974. Understanding the historical investigation depends on all elements to produce material that under science analysis will have singular results (VEYNE, 1983; GINZBURG, 1989; CHARTIER, 1991; CERTEAU, 2002; LE GOFF, 2003) the present research focus about MOBRAL in Santos city between 1970 and 1984 and was made with law-making documents and officials documents and interviews about how was the initiative´s implement in the city which is relevant to country´s development and is the most important gateway to the produced wealth through the sea. O Movimento Brasileiro de Alfabetização - MOBRAL, programa voltado para a educação de jovens e adultos adotado pelo governo do regime de exceção que comandou o País entre 1964 a 1985, foi uma tentativa de acabar com o analfabetismo disseminado entre a população brasileira. Sua estrutura privilegiou a atuação municipal e objeto desta pesquisa é a maneira como se deu o movimento na cidade de Santos, localizada a 80km da Capital paulista, principal escoadouro da produção agroindustrial do País por meio do porto e, durante a implementação do movimento, vítima do cerceamento da escolha dos dirigentes municipais por ter sido caracterizada como Área de Segurança Nacional, a partir de 1969. A instauração do MOBRAL em Santos, aparentemente, funcionaria de modo ""automático"" devido à estreita ligação do interventor com a cúpula do governo federal. No entanto, documentos da Secretaria Municipal de Educação mostram certa resistência em implementá-lo, além de ter sido relegado até a mudança do dirigente municipal e todo o secretariado, em 1974. Entendendo-se que a investigação histórica depende daqueles elementos para produzir um material que, sob a análise da ciência, terá resultados únicos (VEYNE, 1983; GINZBURG, 1989; CHARTIER, 1991; CERTEAU, 2002; LE GOFF, 2003), a presente pesquisa se atém ao MOBRAL na cidade de Santos, de 1970 a 1984, buscando com as pesquisas em fontes primárias - em diplomas legislativos e documentos oficiais - e em entrevista o modo como se deu a instalação do movimento na cidade que tem destaque relevante no desenvolvimento do País por ser a principal porta de entrada e de saída pelo mar das riquezas produzidas.

O objetivo principal deste estudo consiste em “Conhecer e caracterizar os modelos pedagógicos do ensino não formal e informal nas Universidades Sénior do distrito de Évora”. Para concretizar este objetivo, foram selecionadas três Universidades Sénior do distrito de Évora: Universidade Sénior de Évora, Universidade Sénior de Reguengos de Monsaraz e a Universidade Popular Túlio Espanca-Pólo de Viana do Alentejo, para conhecer a respetiva oferta formativa e caracterizar o padrão curricular da cada instituição. Por último, pretendeu-se caraterizar o público-alvo e destinatários desta Oferta. Este ensino não formal é desenvolvido por professores que dedicam o tempo a elaborar projetos e atividades nestas Universidades Sénior, contribuindo assim para a aprendizagem nas diversas áreas, como as artes e humanidades. A organização pedagógica destas instituições apresenta inúmeras diferenças na estrutura interna e existe uma discrepância considerável, no número professores e alunos que frequentam estas US. A forma como as US estão integradas na comunidade, os projetos e atividades que desenvolvem, são de certa forma o modelo da sua evolução e o progresso; ### ABSTRACT: THE PEDAGOGICAL ORGANIZATION OF SENIOR UNIVERSITIES IN ÉVORA'S DISTRICT The main purpose of this study will be to “Know and describe the pedagogical models of formal and non-formal education in Senior Universities from Évora’s district”. To fulfill this purpose we selected three Senior Universities of the district, such as Senior University of Évora, Senior University of Reguengos de Monsaraz and the Popular Tulio Espanca University - Campus of Viana do Alentejo. In this way it will be possible to know each educational offer and to describe the curricular pattern of each institution. It will also allow us to describe the target public of the Senior Universities in Évora’s district . This non-formal education is developed by teachers who dedicate their time to developing projects in these Senior Universities, making a contribution to learning several areas, such as arts and social sciences. The pedagogical organization of these institutions shows us that there are several differences between them and that there is a considerable discrepancy in the number of teachers and students that come to such institutions. The way in which they are integrated in the community, their projects and activities, are, in a way, the model of their evolution and progresso.

A profusão de textos multimodais presentes na sociedade contemporânea demanda, da escola, um trabalho mais aprofundado no que diz respeito ao letramento multissemiótico. No caso dos adultos, muitas vezes provenientes de uma educação acidentada e com pouco contato com a cultura digital, o desenvolvimento do letramento multissemiótico configura-se não só como uma necessidade acadêmica, mas também profissional e social. Sendo assim, o objetivo geral desta tese foi verificar em que medida a criação de infográficos pode contribuir para o letramento multissemiótico de alunos jovens e adultos. O estudo desenvolvido entre os anos de 2010 e 2013, compoem-se de uma revisão teórica acerca de temas como: letramento e alfabetização, letramento multissemiótico, aprendizagem ao longo da vida, infográficos, pedagogia do letramento multissemiótico e atividades do tipo writing-to-learn; e de uma pesquisa realizada no âmbito do Programa Mulheres Mil. A análise dos infográficos criados evidenciou a presença de elementos indicativos de letramento multissemiótico, bem como da competência comunicativa das alunas. As atividades de resolução de problemas, realizadas antes e depois do curso, mostraram que houve um avanço no letramento das alunas, uma vez que elementos de design que não apareciam na atividade desenvolvida antes do curso puderam ser notados na atividade pós-curso. Também pode-se perceber uma correlação entre elementos utilizados no infográfico e presentes na atividade de resolução de problemas ocorrida após o curso. Com relação ao Prezi, a avaliação das alunas mostrou que esta é uma ferramenta de fácil compreensão e aprendizagem, podendo ser utilizada em ações de letramento junto a alunos com pouco conhecimento de informática. Complementar a estas análises, foi feita uma análise estatística dos questionários de autoavaliação, onde foram utilizados dois testes: o t de Student e o effect size. Os resultados do teste t de Student mostraram que houve uma diferença estatisticamente significante entre os resultados dos questionários aplicados antes e depois do curso. O teste de effect size mostrou que o maior impacto foi na dimensão das atividades ligadas à criação de textos multimodais, evidenciando que a criação de infográficos com o uso do Prezi ensejou o letramento multissemiótico das alunas. The profusion of multimodal texts presents on the cotemporaneous society requests a more profound effort from schools regarding multimodal literacy. For adults, especially those that had a meager education with little access to the digital culture, the development of the multimodal literacy configure itself, not only as an academic necessity, but also as a professional and social need. Thus, the main purpose of this thesis is to investigate in which degree the creation of infographics can assist the multimodal literacy of youth and adults. The study carried between the years 2010 and 2013, was based in a theoretical revision about: literacy, multimodal literacy, lifelong learning, infographics, pedagogy of multimodal literacy and writing-to-learn activities; and also from a research held under the Mulheres Mil Program. The analysis of the infographics produced showed the presence of indicative elements of multimodal literacy, and also the communicative competence of the students. The activities involving the resolution of problems, performed before and after the course, indicated that there were some progress on the literacy of the students, since that the elements of design that didn’t exist in the activities before the course, were present after it. It could also be noticed a correlation between the elements used in the infographics and those present in the resolution of problems that occurred after the course. Regarding the Prezi, the assessment of the students exposed that this is a mechanism easy to understand and learn, and that it can also be used in literacy actions together with the students that possess little knowledge in computers. In addition to these studies, a statistical analysis of the auto evaluation survey was performed, and two tests were utilized: the Student's t and the effect size. The results of the Student's t tests revealed a significant statistically change among the results of the questionnaires applied before and after the course. The effect size test revealed that the deepest impact was at the dimension of those activities related to the development of multimodal texts, showing that the creation of infographics using Prezi resulted in the multimodal literacy of the students.

This paper aims presenting the concepts supported by the trainers of adult learners. These specific concepts will be reflecting the prevailing situation as far as the implementation of diverse programmes on the adult Learners Education are concerned, as well as the way in which this implementation is perceived, experienced and interpreted by the trainers themselves via their daily teaching practice. The research methodology used, was the qualitative one while the collection of the data was realised via the research technique of the interview which was applied to a «convenient»/«available» sample, consisting of twelve both male and female trainers of a Continuous Vocational Training (CVT) Programme. Via the individual semi-structured interviews, the concepts of the CVT trainers were thoroughly investigated focusing on their role, the required knowledge they should dispose of, their skills and attitudes, so that they can effectively correspond to their role as well as the content of their educational work including the teaching techniques implemented. The analysis of content was used as an elaboration method of the interview data. The finds of the research revealed that the CVT trainers question the teacher-centred model of teaching and consider the student-centred model as the most appropriate in the context of which they assume a multi-dimensional role. The dimensions mentioned comprise the ones of the animator, the facilitator, the coordinator and the consultant. These concepts comply with the contemporary role of the adult learners’ trainer, as the latter is described both by the greek and international bibliography. JEL Classifications: Ι210, J240. Keywords: Adults education, Adults educators, Vocational training. ______________________________________ Εκπαίδευση ανθρώπινου δυναμικού και διερεύνηση του εκπαιδευτικού έργου: Μια μελέτη περίπτωσης Το ενδιαφέρον που έχει σημειωθεί διεθνώς αλλά και στην Ελλάδα για το πεδίο της Εκπαίδευσης Ενηλίκων βοήθησε την εξέλιξή της σε διακριτό εκπαιδευτικό κλάδο με ιδιαίτερες ανάγκες σε στελέχη, υποδομές, εκπαιδευτικό υλικό και κυρίως εκπαιδευτές και πλέον αναγνωρίζεται ως ένα αυτοτελές και πολύ ενδιαφέρον πεδίο επιστημονικών προσεγγίσεων και εκπαιδευτικών πρακτικών. Η ολοκλήρωση τριών Κοινοτικών Πλαισίων Στήριξης και η έναρξη του νέου Κοινοτικού Πλαισίου (Εθνικό Στρατηγικό Πλαίσιο Αναφοράς – Ε.Σ.Π.Α.), η αναδιοργάνωση του συστήματος Συνεχιζόμενης Επαγγελματικής Κατάρτισης (Σ.Ε.Κ.), η ολοκλήρωση του Εθνικού Προγράμματος Εκπαίδευσης Εκπαιδευτών, η ίδρυση και λειτουργία του Ελληνικού Ανοικτού Πανεπιστημίου (Ε.Α.Π.), η θεσμοθέτηση και λειτουργία νέων οργανισμών, οι δραστηριότητες της Επιστημονικής Ένωσης Εκπαίδευσης Ενηλίκων, είναι μερικά από τα βήματα που έχουν γίνει στη χώρα μας. Παράλληλα, οι νέες προκλήσεις τόσο στο επίπεδο της θεωρητικής και ερευνητικής παραγωγής, όσο και στο επίπεδο της διαμόρφωσης πολιτικής ανοίγουν δυνατότητες ενδιαφέρουσας συζήτησης σχετικά με την κατεύθυνση της ποιοτικής αναβάθμισης της Εκπαίδευσης Ενηλίκων στη χώρα μας, καθώς πληθαίνουν στην Ελλάδα οι φορείς, αλλά και οι μεμονωμένοι εκπαιδευτές, που σχεδιάζουν, υλοποιούν, συντονίζουν και διαμορφώνουν ιδιαίτερα δημιουργικές δραστηριότητες Εκπαίδευσης Ενηλίκων, και οι οποίοι αρχίζουν να συγκροτούν μια αναδυόμενη επαγγελματική ομάδα. Λέξεις-κλειδιά: Εκπαίδευση ενηλίκων, Εκπαιδευτής Ενηλίκων, Επαγγελματική κατάρτιση.

Σκοπός της παρούσας εργασίας ήταν να διερευνηθούν οι επιδράσεις ορισμένων συμπεριφορών υγείας, όπως η άσκηση, το κάπνισμα και η κατανάλωση αλκοόλ στην ποιότητα ζωής ενηλίκων που βρίσκονται σε εκπαιδευτική διαδικασία. Το δείγμα της έρευνας ήταν 363 ενήλικες, (Μ.Ο. ηλικίας = 41.86, Τ.Α. = 11.42 έτη) που παρακολουθούσαν προγράμματα επιμόρφωσης, σε Κέντρο Εκπαίδευσης Ενηλίκων (ΚΕΕ). Χρησιμοποι- ήθηκαν ερωτηματολόγια για να καταγραφούν το κάπνισμα σε καθημερινή βάση, η κατανάλωση αλκοόλ σε εβδομαδιαία βάση, καθώς και η φυσική δραστηριότητα. Για την αξιολόγηση της ποιότητας ζωής χρησιμο- ποιήθηκε το ερωτηματολόγιο SF-36. Για τη στατιστική ανάλυση χρησιμοποιήθηκαν αναλύσεις παλινδρόμη- σης. Βρέθηκε ότι το κάπνισμα προβλέπει σημαντικά (p

This paper presents masons’ professional practices, which are related to mathematics. It aims to contribute to the area of adult mathematics education and to enlarge knowledge about how mathematics is used at the workplace. Methodologically it was followed an ethnographic approach. The key informants of the study were four masons aged between 40 and 60 years old. Observations and interviews were carried out at the workplace in a civil construction setting in the Lisbon area. Firstly we present masons’ views about schooling and mathematics, as well as the importance that masons confer to mathematics in their profession. Then the paper describes and discusses three episodes observed at masons’ workplace in their professional practices. As a whole these episodes illustrate how mathematical knowledge is imbedded in professional activities. Independently of schooling, masons daily and implicitly apply mathematics. It is this practical knowledge of mathematics that, after being uncovered, is for us educators of most relevance to adult-learning mathematics contexts, because not only does it connect school content and curricula to labour-market necessities, but it also makes use of adult learning experiences to support new mathematical learning.

Orientador: Roxane Helena Rodrigues Rojo Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem Resumo: Neste estudo analisamos narrativas de trabalhadoras e trabalhadores rurais não alfabetizados, integrantes do Movimento dos Trabalhadores Rurais Sem-Terra (MST), a fim de apreender como estes sujeitos significam suas experiências com a escrita e a sua inserção em práticas de letramento, no cotidiano do acampamento Lourival Santana, no Sudeste Paraense. Esse objetivo se desdobrou nas perguntas sobre como um grupo de adultos não alfabetizados se representa em relação às demandas de leitura e escrita surgidas nas práticas de letramento do acampamento e como (re)constrói suas identidades e os sentidos da escrita. Na procura por respostas a esses questionamentos realizamos pesquisa de cunho etnográfico e interpretativista que se pautou no pressuposto de que se deve investigar a linguagem em uso, uma vez que o sujeito e seu contexto sociocultural constituem o fazer científico (MOITA-LOPES, 2006; SIGNORINI e CAVALCANTI,1998). A partir de tal perspectiva pudemos gerar dados que possibilitaram: a) descrever dois principais eventos de letramento observados no cotidiano do acampamento: assembleia geral ou reunião de coordenação do acampamento e reuniões de Núcleo de Família (NF) e de Setor; b) analisar discursos de um grupo de adultos não alfabetizados sobre suas histórias de letramento e inserção nas práticas de letramento no acampamento Lourival Santana. Na análise dos dados apoiamo-nos em discussões realizadas no âmbito dos estudos socioculturais de letramento (KLEIMAN,1995; ROJO,2009; BARTLETT, 2007; 2003; STREET, 2003; 1984; BARTON; HAMILTON, 1998; ), estudos enunciativos bakhtinianos (BAKHTIN, 2004[1929]; 2002), estudos sobre cultura (SOUSA-SANTOS, 2010; 2000; CANDAU, 2002; CUCHE, 1999; MAHER, 2007), representações sociais e construção de identidades (SILVA, 2010; HALL, 1998; 1997; BAUMAN, 2005). Os resultados nos mostram que há uma supervalorização do poder da escrita nas representações dos sujeitos da pesquisa, particularmente do modelo de escrita escolar que eles têm construído. Assim, se representam como sujeitos de falta e significam negativamente as práticas de letramento que vivenciam no cotidiano do acampamento, apesar de muitos terem se percebido capazes de aprender a ler e escrever a partir da inserção nessas práticas Abstract: This study analyzes narratives of illiterate rural workers who are members of the Landless Rural Workers Movement (MST) in order to assimilate the strategies theses workers take to give sense to their experiences with writing as well as their insertion in literacy practices of the everyday life of Santana Lourival village, located in southeast of the state of Pará. This goal has given rise to some questions ont how a group of illiterate adults represent themselves in relation to the demands of written literacy practices which have been occurring in the village and who these workers (re) construct their identities and the meaning of writing. In searching for answers to these questions we made ethnographic and interpretative research based on the assumption that one should investigate language in its current use, since the speakers and their social and cultural environment comprise the scientific work (MOITA-LOPES, 2006 ; SIGNORINI; CAVALCANTI, 1998). From this view point our data allowed us a) to describe two leading literacy events observed in the daily life of the citizens of the village: the general assembly or village's coordination and Family Center (NF) and Sector b) analyzing the discourses a group of illiterate adults about their histories of literacy and inclusion in the literacy practices in Lourival Santana village. In order to develop our analysis of the data we took into account reliable discussions on sociocultural studies of literacy (KLEIMAN, 1995; ROJO, 2009; BARTLETT, 2007; 2003; STREET, 2003, 1984; BARTON; HAMILTON, 1998;), enunciative Bakhtinian studies ( BAKHTIN, 2004[1929], 2002), cultural studies (SOUSA-SANTOS, 2010, 2000; CANDAU, 2002; CUCHE, 1999; MAHER, 2007), social representations and identity construction (SILVA, 2010; HALL, 1998; 1997; BAUMAN, 2005). The results show that speakers overestimate the power of the written representation, specially the model of writing they have constructed. Thus, they represent themselves as speakers without literacy abilities and, thus, evaluate negatively the literacy practices they experience in daily life although many of the residents of the village have already noticed they are capable of learning to read and write from the insertion of these practices Mestrado Língua Materna Mestre em Linguística Aplicada

O artigo resulta de pesquisa que tem como objetivo analisar uma política curricular que visa a integração entre educação profissional e educação geral. Toma por referência o Programa de Integração da Educação Profissional Técnica de Nível Médio na Modalidade de Educação de Jovens e Adultos (PROEJA), em implantação no estado do Paraná. Analisa o processo de construção de propostas curriculares a partir de dois eixos investigativos: as interpretações feitas pelos sujeitos-autores das propostas acerca do currículo integrado e as interpretações desses mesmos sujeitos acerca da proposição do trabalho como princípio educativo, presentes nos Documentos normativos da política mencionada. As observações e relatos de campo evidenciam, dentre outros aspectos, um conjunto de limitações presentes nesse processo derivados, em parte, de interpretações divergentes do que seja integração curricular e da multiplicidade de significados atribuídos à ideia de trabalho como princípio educativo. This article is the result of a study that aimed to analyze the implementation of a curricular policy that seeks to integrate professional education with general education. The reference point is the Program for the Integration of Mid-Level Professional Technical Education in the Field of Young People and Adults (PROEJA). The study analyzes the construction process of curricular proposals from two research viewpoints: interpretations made by the subjects/authors of the proposals concerning the integrated curriculum and the interpretations of these same subjects concerning the proposition of work as an educational principle, as found in the normative documents of the aforementioned policy. Observations and field reports have shown, among other aspects, a set of limitations to this process, in part deriving from diverging interpretations of what curricular integration is and the number of meanings attributed to the idea of work as an educational principle. El presente artículo es fruto de una investigación que tiene como objetivo analizar la implantación de una política curricular que busca la integración entre educación profesional y educación general. Toma como referencia el Programa de Integración de la Educación Profesional Técnica de Nivel Medio en la Modalidad de Educación de Jóvenes y Adultos, PROEJA, el cual se está implantando en la provincia de Paraná (sur de Brasil). Se analiza el proceso de construcción de propuestas curriculares a partir de dos ejes de investigación: las interpretaciones realizadas por los sujetos autores de las propuestas acerca del currículo integrado y las interpretaciones de esos mismos sujetos sobre la proposición del trabajo como principio educativo, presentes en los Documentos normativos de la política mencionada. Las observaciones y relatos de campo ponen de manifiesto, entre otros aspectos, un conjunto de limitaciones presentes en dicho proceso, derivadas, en parte, de interpretaciones divergentes sobre lo que es integración curricular y de la multiplicidad de significados atribuidos a la idea de trabajo como principio educativo.

This article is the result of a study that aimed to analyze the implementation of a curricular policy that seeks to integrate professional education with general education. The reference point is the Program for the Integration of Mid-Level Professional Technical Education in the Field of Young People and Adults (PROEJA). The study analyzes the construction process of curricular proposals from two research viewpoints: interpretations made by the subjects/authors of the proposals concerning the integrated curriculum and the interpretations of these same subjects concerning the proposition of work as an educational principle, as found in the normative documents of the aforementioned policy. Observations and field reports have shown, among other aspects, a set of limitations to this process, in part deriving from diverging interpretations of what curricular integration is and the number of meanings attributed to the idea of work as an educational principle. El presente artículo es fruto de una investigación que tiene como objetivo analizar la implantacion de una politica curricular que busca la integracion entre educacion profesional y educacion general. Toma como referencia el Programa de Integracion de la Educacion Profesional Tecnica de Nivel Medio en la Modalidad de Educacion de Jovenes y Adultos, PROEJA, el cual se esta implantando en la provincia de Parana (sur de Brasil). Se analiza el proceso de construcción de propuestas curriculares a partir de dos ejes de investigación: las interpretaciones realizadas por los sujetos autores de las propuestas acerca del curriculo integrado y las interpretaciones de esos mismos sujetos sobre la proposicion del trabajo como principio educativo, presentes en los Documentos normativos de la politica mencionada. Las observaciones y relatos de campo ponen de manifiesto, entre otros aspectos, un conjunto de limitaciones presentes en dicho proceso, derivadas, en parte, de interpretaciones divergentes sobre lo que es integracion curricular y de la multiplicidad de significados atribuidos a la idea de trabajo como principio educativo. O artigo resulta de pesquisa que tem como objetivo analisar uma politica curricular que visa a integração entre educação profissional e educação geral. Toma por referencia o Programa de Integração da Educação Profissional Tecnica de Nivel Medio na Modalidade de Educação de Jovens e Adultos (PROEJA), em implantação no estado do Parana. Analisa o processo de construção de propostas curriculares a partir de dois eixos investigativos: as interpretacoes feitas pelos sujeitos-autores das propostas acerca do curriculo integrado e as interpretacoes desses mesmos sujeitos acerca da proposicao do trabalho como principio educativo, presentes nos Documentos normativos da politica mencionada. As observacoes e relatos de campo evidenciam, dentre outros aspectos, um conjunto de limitacoes presentes nesse processo derivados, em parte, de interpretacoes divergentes do que seja integração curricular e da multiplicidade de significados atribuidos à ideia de trabalho como principio educativo.

Este trabalho é vinculado à linha de pesquisa Estado e Políticas Educacionais. Esta pesquisa analisa uma experiência em curso do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Proeja) no Estado de Goiás, cidade de Rio Verde, no período de 2006 a 2009, objetivando discutir as configurações do currículo integrado implementado. Buscamos responder à pergunta como foi implementado o currículo integrado em Rio verde? . Coube, portanto traçar os caminhos da construção do que hoje se chama de currículo integrado. Recorremos à teoria do currículo, considerando que o fundante na construção desse currículo é uma relação de trabalho humanizadora, portanto, não há como se falar de currículo integrado sem pontuar ainda qual o trabalho que estamos vivenciando e qual a compreensão teórica do conceito. Para tanto, utilizamos as contribuições de Marx (2004; 1989) e Marx e Engels (2004). Organizamos para nossa pesquisa qualitativa um acompanhamento in loco para a observação, que contou com o apoio de um Diário de Campo, construído durante todo o tempo em que estivemos presentes na instituição. Propusemos um questionário aos alunos e outro aos professores, que completaram algumas lacunas. No entanto, foi necessário ainda contar com o apoio de entrevistas dos professores. As nossas conclusões sinalizam para o fato de que a realidade ocorre de forma combinada, pois os pilares fundantes, como a desigualdade, atingem a todas as pessoas, mas, por diversos motivos, interferência cultural, etc., cada localidade constrói outras determinações. Assim é o curso de Proeja em Rio Verde-GO, por um lado traços da dualidade entre o saber e o fazer, e por outro um esforço, proveniente de diversas movimentações, para se aproximar e conhecer mais sobre a formação integrada. This work is linked to the research line state and Educational Policies. This research examines a ongoing experience of the Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (PROEJA) in State of Goiás, a town of Rio Verde, between 2006 to 2009, aiming to discuss settings integrated curriculum implemented. We seek to answer the question "How was the integrated curriculum implemented in Rio Verde?". It was left therefore to trace the path of building what today is called integrated curriculum.Used the theory of the curriculum, whereas the bedrock in constructing this curriculum is a humanizing working relationship, so there's no talk of integrated curriculum without which still punctuate the work that we are experiencing and what the theoretical understanding of the concept. We used the contributions of Marx (2004, 1989) and Marx and Engels (2004). We organize for our qualitative research on-site monitoring for observation, which had the support of a Field Diary, built during the entire time we were present at the institution. We proposed a questionnaire to students and other teachers, who completed some gaps. However, it was still necessary to rely on interviews of teachers. Our findings point to the fact that reality occurs in combination, since the founding pillars, such as inequality, affecting all people, but for various reasons, cultural interference, etc, Each locality builds other determinations. Such is the course of PROEJA in Rio Verde-GO, first trace of duality between knowing and doing, and the other an effort, from various movements, to get closer and learn more about integrated training.

The subject matter of these bachelor graduation theses is the education of handicapped adults. I have focused the theoretical part on the explanation of some basic concepts such as lifelong learning and study, andragogy, special pedagogy (in the sense of particular types of afflictions and their specifics in relation to education). I have dedicated the applied part of these theses to the description of the target of the theses, the description of research methods, and the description of my results. These are the targets of my research: 1. to learn the further training possibilities for handicapped adults; 2. to learn the evaluation of these further training possibilities by handicapped adults themselves. I have chosen the qualitative type of research, the method of questioning and the technique of the dialogue for the research implementation of my theses. The research took place in non-profit-making organizations which associate handicapped people, or which provide some services for them, in the period from February 2009 to April 2009. For selection of establishments I used the Guidebook Throught Social Services of the City of České Budějovice 2009, this document can be used by handicapped people, if they look for a service. I approached 11 organizations altogether; two of them refused to participate in my research. In research group no 1 there were 35 handicapped people, from 15 to 64 years old. In research group no 2 there were 9 employees of those organizations which provide services for handicapped people in the region of České Budějovice. Research results demonstrate that respondents do not have proper view of further training possibilities for handicapped adults. Most of them were not able to answer my question whether their further training possibilities are sufficient, or not. Other results of my research demonstrate that employees of non-profit-making organizations situated in České Budějovice know about at least one establishment which is engaged in further training of handicapped people. Only one respondent was ignorant. These bachelor graduation theses can be used by educational institutions which offer further training for handicapped people, and by non-profit-making organizations which apply themselves to those people. Furthermore, these theses can be used by The Bureau of Labour in České Budějovice as well.

Orientador: Dione Lucchesi de Carvalho Dissertação (mestrado) - Universidade Esdadua de Cmpinas, Faculdade de Educação Resumo: O objetivo deste trabalho foi analisar e compreender o ensino e a aprendizagem de Estatística em aulas de Matemática de alunos da 7.a serie do Ensino Fundamental da Educação de Jovens e Adultos e o papel da produção desse conhecimento na inclusão desses alunos em atividades letradas. O trabalho de campo da pesquisa que denominarei participante foi realizado em uma escola publica do interior do Estado de São Paulo, onde desenvolvi um projeto chamado "Construindo Estatística", que contou com o auxilio, de forma colaborativa, de dois estagiários, auxiliares de pesquisa. O material de analise foi constituído por transcrições das gravações em áudio e vídeo das atividades de sala de aula, portfolios das produções dos alunos, diários de campo meu e dos estagiários. Os três eixos de analise emergiram do processo de analise desse material: a) a relação dos alunos com a Matemática; b) a produção de conhecimentos dos alunos em Estatística nos encontros referentes ao projeto; c) a inclusão dos alunos em atividades letradas. Embora consciente das dificuldades dos alunos em "ler e escrever" e das situações pouco propicias para o desenvolvimento dessas competências na realidade da própria escola, não enfrentei esses fatos como obstáculos intransponíveis: fiz questão de caminhar para a inclusão desses alunos em atividades letradas, quer respondendo seus questionamentos, quer dando-lhes voz, quer, ainda, fazendo-os transformar suas "vozes" em escrita e, ate mesmo, acreditando que seriam capazes de significar um texto acadêmico. E possível afirmar que essa produção de conhecimento foi alem do conhecimento de Matemática e de Estatística e cumpriu o que se pretendia com relação a construção de conhecimento. Alem disso, os alunos interagiram com a comunidade escolar, com a pesquisadora, com os estagiários e com os colegas, de forma a serem protagonistas da constituição de seu conhecimento, e isso foi muito importante para nos e provavelmente para eles. Abstract: The purpose of this study is to analyze and understand the teaching and learning methods of statistics in Mathematics classes for students in the 7th grade in an elementary school of "Adult Education" and also to analyze the role of production of knowledge in the incorporation of students in literacy activities. The fieldwork of this participative research was set in a public school in the countryside of the state of São Paulo, where I developed a project called "Building Statistics", which was aided in a collaborative manner by two research assistant trainees. The analysis material consists of transcripts of audio and video recordings of classroom activities, portfolios of students productions, and of the daily notes the trainees and I did. Through the process of analyzing the material, three axis of analysis emerged: a) The relationship of students with Mathematics. b) The production of knowledge in Statistics for students at the meetings regarding the project. c) The incorporation of students in literacy activities. Although I was aware of the "reading and writing" difficulties, and the unfavorable situation for the development of these capacities in the school environment, I did not find these difficulties to be overwhelming obstacles: I did my best to make the students participate in the literacy activities. Both by answering their questions, giving them the chance to speak and then transforming their "voices" into written words, as well as letting them believe that their words could be converted into an academic paper. It is possible to say that this knowledge production was beyond the knowledge of Statistics and Mathematics. In addition the students interacted with the school community, with the researcher, with the trainees and with their colleagues, to be a part of the founding of their knowledge, and it was very important for us and probably for them. Mestrado Educação Matemática Mestre em Educação

Quan parlem de teoria crítica cal no oblidar que no hi ha una única teoria crítica com ens recorden autors i autores com, per exemple, Jaume Martinez Bonafé (1996:79) quan remarca que el concepte de pedagogia crítica en realitat inclou a “les pedagogies crítiques, que són una producción cultural, una producción de saber per a explicar la realitat: una xarxa de significacions que justifica també els obstacles que venç i les seues recreacions al llarg de història” envers una “alfabetització” per a la ciutadania, revitalitzant “allò públic” i radicalitzant la democracia (Martinez Bonafé,1996:82). Hanry Giroux centra el concepte (Giroux,1997:106): “La pedagogia és, en certa manera, una tecnologia del poder, el llenguatge i la pràctica, que produeix i legitima formes de regulació moral i política, que construeix i ofereix als sers humans visions particulars de si mateixos i del món. Tals visions mai són innocents i estan sempre implicades en el discurs i relacions de l’ètica i el poder. Invocar la importància de la pedagogia equival a plantejar qüestions, no simplement sobre com aprenen els estudiants sinó també sobre com els educadors (en el sentit ampli del terme) construeixen les posicions ideològiques i polítiques des d’on parlen. El punt decisiu ací és un discurs que situa els sers humans dins de la història i, a més, posa de manifest els límits de les seues ideologies i valors. Tal posició reconeix la parcialitat de tots els discursos, de manera que la relació entre coneixement i poder estarà sempre oberta al diàleg i al compromís crític personal. La pedagogia s’ocupa de les implicacions intel·lectuals, emocionals i ètiques que fem dins del nostre intent de negociar, acomodar i transformar el món en què ens trobem,. El propòsit i la visió que impulsa una pedagogia així s’ha de basar en una política i una perspectiva de l’autoritat, que vincule l’ensenyança i l’aprenentatge amb formes de capacitació personal i social que advoquen per formes de vida comunitària que estenguen els principis d’igualtat, justícia i llibertat al nombre més gran possible de relacions institucionals i vitals

O artigo reúne percepções da investigação realizada no ano de 2000, na cidade do Rio Grande, junto ao Projeto Integrar RS/Alimentação, promovido pela Federação dos Trabalhadores na Indústria da Alimentação do Estado do Rio Grande do Sul, que entre outras práticas educativas certificou o ensino fundamental a adultos, trabalhadores e trabalhadoras, (desempregados e empregados). O objetivo do estudo foi perceber como o espaço não formal oferecido educa os trabalhadores; se os submetendo à dominação exercida pelo capital ou possibilitando que construam um conhecimento próprio e necessário para o enfrentamento com a realidade posta pela classe dominante3, dentro da luta de classes4 estabelecida, não para ajustar-se a ela, mas para superá-la, construindo novas relações sociais em que todos possam ao constituir-se como sujeito, exercer plenamente a sua humanidade. No sentido apontado, após situar os pesquisados em seu contexto sócio-histórico econômico e cultural procuro perceber em que medida essa vivência foi determinante como espaço mediador na constituição dos sujeitos, individual e coletivamente. This paper brings perceptions of investigation realized in 2000 at Rio Grande and Integrar RS/Feeding Project, promoted by FTIA/RS – Federacy of Workers in the Feeding Industry of RS where adults employee and unemployed were certificated with primary school. The aim of this study is explain if non-formal places can teach workers subdue them to capitalism power or giving the opportunity to construct an own knowledge to face the reality presented by dominant classes1, inside cluster fight2 established, not to adjust to it, but overcome it building new relationships for everybody exercise his/her humanity. Like this, after to localize all searchers in their social-historic, economic and cultural context I try to explain the determinacy of this places for the persons, individual and in groups.