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Centro de Apoio a Crianças e Jovens. Um ambiente de aprendizagem não formal potenciador de práticas pedagógicas inovadoras?
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Abstract(s)
O presente estudo, no âmbito do Mestrado em Ciências da Educação- Inovação
Pedagógica, tem como objetivo compreender qual a natureza das práticas pedagógicas
em um ambiente não formal de aprendizagem, mais propriamente no Centro de Apoio a
Crianças e Jovens de Câmara de Lobos (CACJ).
A Inovação Pedagógica pressupõe uma quebra de paradigma, privilegiando
práticas pedagógicas que permitam a aprendizagem autónoma dos sujeitos.
Considerando que a educação não formal é marcada pela descontinuidade,
eventualidade e informalidade, que tem como principal característica a flexibilidade
quanto ao tempo, ao espaço e aos conteúdos, os ambientes não formais de aprendizagem
poderão tornar-se espaços potenciadores de Inovação Pedagógica.
A presente investigação é de abordagem qualitativa, de cariz etnográfico,
desenvolvendo-se através da imersão da investigadora no ambiente natural dos sujeitos,
com vista à compreensão e descrição detalhada do quotidiano do grupo, como também o
acesso a formas de entendimento da realidade estudada através dos padrões culturais e
significados experienciados no interior do grupo.
Desta forma, foram utilizadas diferentes técnicas de recolha de dados, com
principal destaque para a observação participante, que constituiu os principais recursos
da investigação empírica, que se complementou com registos de cariz etnográfico, como
o diário de bordo, as notas de campo e as conversas informais recolhidos durante a
estada no contexto de estudo.
As conclusões desta investigação apontam para o reconhecimento deste
ambiente não formal de aprendizagem, como um espaço potenciador de práticas
pedagógicas que permitem às crianças e jovens a construção autónoma das suas
aprendizagens, através de dinâmicas diferenciadas que promovem a interação entre o
grupo e por sua vez a inclusão social.
The present study, within the scope of the Master in Educational Sciences - Pedagogical Innovation, aims to understand the nature of pedagogical practices in a non-formal learning environment, more specifically in the Children and Youth Support Center of Câmara de Lobos (CACJ). Pedagogical Innovation presupposes a paradigm shift, privileging pedagogical practices that allow the autonomous learning of subjects. Considering that non-formal education is marked by discontinuity, eventuality and informality, whose main characteristic is flexibility in terms of time, space and content, non-formal learning environments can become spaces that enhance Pedagogical Innovation. The present investigation has a qualitative approach, of an ethnographic nature, being developed through the immersion of the researcher in the natural environment of the subjects, with a view to understanding and detailed description of the daily life of the group, as well as access to ways of understanding the reality studied through of cultural patterns and meanings experienced within the group. In this way, different data collection techniques were used, with emphasis on participant observation, which built the main resources of empirical research, which was complemented with ethnographic records, such as the logbook, field notes and informal conversations collected during the stay in the study context. The conclusions of this investigation point to the recognition of this non-formal learning environment, as a space that enhances pedagogical practices that allow children and young people to independently construct their learning, through differentiated dynamics that promote interaction between the group and, in turn, social inclusion.
The present study, within the scope of the Master in Educational Sciences - Pedagogical Innovation, aims to understand the nature of pedagogical practices in a non-formal learning environment, more specifically in the Children and Youth Support Center of Câmara de Lobos (CACJ). Pedagogical Innovation presupposes a paradigm shift, privileging pedagogical practices that allow the autonomous learning of subjects. Considering that non-formal education is marked by discontinuity, eventuality and informality, whose main characteristic is flexibility in terms of time, space and content, non-formal learning environments can become spaces that enhance Pedagogical Innovation. The present investigation has a qualitative approach, of an ethnographic nature, being developed through the immersion of the researcher in the natural environment of the subjects, with a view to understanding and detailed description of the daily life of the group, as well as access to ways of understanding the reality studied through of cultural patterns and meanings experienced within the group. In this way, different data collection techniques were used, with emphasis on participant observation, which built the main resources of empirical research, which was complemented with ethnographic records, such as the logbook, field notes and informal conversations collected during the stay in the study context. The conclusions of this investigation point to the recognition of this non-formal learning environment, as a space that enhances pedagogical practices that allow children and young people to independently construct their learning, through differentiated dynamics that promote interaction between the group and, in turn, social inclusion.
Description
Keywords
Centro de apoio a crianças e jovens Inovação pedagógica Educação não formal Etnografia Aprendizagem Inclusão social Support center for children and youth Pedagogical innovation Non-formal education Ethnography Learning Social inclusion Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais