Resumen

PAIVA, Jane. Formação docente para a educação de jovens e adultos: o papel das redes no aprendizado ao longo da vida. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2012, vol.21, n.37, pp.83-95. ISSN 0104-7043.

Based on knowledge produced, in a large number of teacher education projects, by agents and coordinators of the process experimented, this work focuses on the notion of networks - an epistemological and methodological tool to enable teachers to carry on producing knowledge throughout their lives. It has been observed that networks of emergent knowledge help to break down the boundaries between the level reached by teachers in their training courses and their formal qualification, as well as years of teaching service, previous experience in Young and Adult Education, and pedagogical practices, in this way opening space for new and complex manners of comprehending and apprehending the real essence of Young and Adult Education, which is an irregular and differentiated interwoven design, rich in diversity of knowledge, producing interconnected mosaics, transposing threads, and getting entangled in an ever renewing plot. Practices thus constructed roll around, investigate themselves, tear themselves up, dig deeply into themselves in search for established concepts, turning the soil in which interlaced knowledge complexes spread out in a dialectic teaching-learning-teaching process - an inquiry into the world in order to grasp it and transform it. In line with the concept of education/qualification - as a never-ending human act - adopted for the purpose of this work, the Freirean category of perceived-highlighted is assumed here, and it is in that perspective that we interpret the emergence of practices assumed in this work, which result from the teachers' movement in connection with the realities of their work, when they are aware of what their work signifies. We also assume here the methodological strategy of decoding the world and mobilizing teachers towards the discovery of the impossible-possible in transformed pedagogical practices which are also agents of transformation in themselves.

Palabras clave : Young and Adult Education; Diversity of Knowledge; Emergence of Practices; Networks; Lifelong Education.

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