O trabalho como princípio educativo: algumas reflexões
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Data
2009-06-01
Autores
Ribeiro, Ricardo [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade de São Paulo (USP), Faculdade de Saúde Pública
Associação Paulista de Saúde Pública
Associação Paulista de Saúde Pública
Resumo
Após algumas reflexões sobre o conceito de trabalho e formação, este artigo aborda algumas orientações, ou princípios, que podem contribuir para a organização de programas de formação de adultos. Ao trabalhar em programas de formação dessa natureza, devemos ter em mente que trabalhamos com indivíduos que já possuem conhecimentos elaborados, experiências práticas e vivências que devem ser consideradas como ponto de partida. Assim, devemos considerar que a aprendizagem acontece ao longo da vida, e que um curso é apenas parte do percurso de aprendizagem. Outro aspecto importante é que programas de formação para adultos, especialmente aqueles desenvolvidos em situação de trabalho, devem ter sentido para aqueles que irão participar. Os participantes devem, portanto, aderir voluntariamente à proposta; caso contrário, ela poderá ser entendida apenas como algo imposto, e não como um ganho profissional efetivo. Nas situações de formação em situações de trabalho, é também fundamental que os programas sejam elaborados a partir de um apurado conhecimento da realidade daqueles que irão participar. Avaliar e preservar a memória do que foi realizado evita que ocorram eternos recomeços. Por fim, é fundamental que os programas de formação contem também com um programa de apoio aos participantes, de tal forma que eles se sintam mais seguros no trilhar os caminhos das mudanças, quando retornarem aos seus respectivos espaços de trabalho.
After a glance at concepts such as work and education, this article approaches some orientations or principles that can contribute to the organization of adult education courses. When we work in education programs of this nature, we must always have in mind that we are working with individuals who already have theoretical knowledge and practical experiences that must be considered as starting points. We have to consider that learning happens throughout one's life and a course is no more than part of the learning path. Another important issue when we talk about adult's education, especially those programs which are developed within work situations, is that they must have meaning for those who will be attending the course. The participants are supposed to engage in the education program voluntarily, otherwise it will be seen not as a professional gain, but as something that was imposed. It is also of great value that the course be developed based on accurate knowledge of the reality of those who will participate. Evaluating and preserving the memory of what happened during the course helps to prevent never-ending restarts. Finally, it is also important that the education courses have a suport programm, to help the participants feel safer when they start taking the changes proposed by the education program back to their real working daily lives.
After a glance at concepts such as work and education, this article approaches some orientations or principles that can contribute to the organization of adult education courses. When we work in education programs of this nature, we must always have in mind that we are working with individuals who already have theoretical knowledge and practical experiences that must be considered as starting points. We have to consider that learning happens throughout one's life and a course is no more than part of the learning path. Another important issue when we talk about adult's education, especially those programs which are developed within work situations, is that they must have meaning for those who will be attending the course. The participants are supposed to engage in the education program voluntarily, otherwise it will be seen not as a professional gain, but as something that was imposed. It is also of great value that the course be developed based on accurate knowledge of the reality of those who will participate. Evaluating and preserving the memory of what happened during the course helps to prevent never-ending restarts. Finally, it is also important that the education courses have a suport programm, to help the participants feel safer when they start taking the changes proposed by the education program back to their real working daily lives.
Descrição
Palavras-chave
Formação de adultos, Programas de formação profissional, Educação continuada, Educação, Adult Education, Professional Education Programs, Continuing Education, Education
Como citar
Saúde e Sociedade. Faculdade de Saúde Pública, Universidade de São Paulo.Associação Paulista de Saúde Pública., v. 18, p. 48-54, 2009.