Abstract

PEREIRA, Jorgiana Ricardo. Continuing Education in Context in the scope of Pedagogy-in-Participation: concepts and practices in dialogue. Invest. Práticas [online]. 2019, vol.9, n.1, pp.4-18. ISSN 2182-1372.  https://doi.org/10.25757/invep.v9i1.165.

The article focuses on in the contextual formative process in the pedagogical perspective of the Child Association, aiming at understanding concepts, methods and accomplishments related to this process. It is a part of a broader study which is being developed in the context of a Sandwich doctoral program developed atthe Faculty of Education and Psychologyin the Catholic University, in Porto and it is also related tothe postgraduate program in Childhood Education in the same University. The linkage of the study to the two formative processes stems from the researcher's choice of adding this postgraduate program to her doctoral project. The objective of this strategy was the develop a deeper knowledge related to the field of Childhood Pedagogy , which is the focus of her thesis. It is a qualitative study which has a theoretical framework the Pedagogy-in-Participation. The empirical study is being carried out in a Childhood Education Center where a contextual formative program is being developed. The methodological tools which are being used are: interviews with the pedagogical director, the professional which is responsible for the contextual formation and the teachers. The combination of the data provides an understanding of how this formation should be developed in order toresult in the transformation of pedagogical practices. It is concluded that a kind of formation which integratesin the action both theoretical principles as well ethics means a great possibility to transform Pedagogy.

Keywords : Childhood Pedagogy; Pedagogy-in-Participation; Contextual Continuing Education.

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