| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 145.72 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
As instituições onde se pratica a educação não-formal oferecem atividades que
promovem a aprendizagem fora dos ambientes tradicionais da escola e permi tem o contacto direto com o património material e imaterial das localidades, num
ambiente enriquecedor de carácter voluntário e revelador de interesse por parte
dos estudantes. Os estudantes envolvem-se mais no processo de aprendizagem,
são curiosos, atentos e críticos nas atividades. Essa educação não-formal revela-se
como uma construção de identidades e de autonomias que se movem entre um
currículo espartilhado pelas obrigações de ensino e a autonomia de se decidir o
que se aprende. Serão sempre os estudantes a recusar ou a aceitar o que o país lhes
quer dar pela educação formal. No caso da educação não formal a decisão será
sempre deles. Isto significa que a educação não-formal é um espaço de liberdade
no sentido mais profundo que a filosofia freiriana nos oferece: a educação para a
liberdade.
Institutions where non-formal education is practiced offer activities that promote learning outside the traditional school environments and allow direct contact with the material and immaterial heritage of the localities, in an enriching environment of a voluntary and revealing interest on the part of students. Students become more involved in the learning process and are curious, attentive and critical of the activi ties. This non-formal education reveals itself as a construction of identities and au tonomies that move between a curriculum shared by the obligations of teaching and the autonomy to decide what one learns. It will always be the students who refuse or accept what the country wants to give them for formal education. In the case of non-formal education, the decision will always be theirs. This means that non-for mal education is a place of freedom in the deepest sense that freirian philosophy offers us: education for freedom.
Institutions where non-formal education is practiced offer activities that promote learning outside the traditional school environments and allow direct contact with the material and immaterial heritage of the localities, in an enriching environment of a voluntary and revealing interest on the part of students. Students become more involved in the learning process and are curious, attentive and critical of the activi ties. This non-formal education reveals itself as a construction of identities and au tonomies that move between a curriculum shared by the obligations of teaching and the autonomy to decide what one learns. It will always be the students who refuse or accept what the country wants to give them for formal education. In the case of non-formal education, the decision will always be theirs. This means that non-for mal education is a place of freedom in the deepest sense that freirian philosophy offers us: education for freedom.
Description
Keywords
Educação não-formal Currículo Aprendizagem Liberdade Paulo Freire Non-formal education Curriculum Learning Freedom . Faculdade de Ciências Sociais
Citation
Publisher
Centro de Investigação em Educação da Universidade da Madeira (CIE-UMa)