ADULT EDUCATOR: THE CONTRIBUTION OF BIOGRAPHY IN TRANSFORMATIVE LEARNING
DOI:
https://doi.org/10.22481/praxisedu.v17i44.7587Keywords:
Adult Educators, Transformative learning, Educational biographyAbstract
The text aims to analyse the contribution of biography in transformative learning in the adult educators. The analysis resulted from a research-training-action with adult educators, master students, affiliated with hermeneutics, in Portugal. The research fell within the scientific field of Educational Sciences. The research was based on two assumptions: the learning is a broad and diffuse process, which occurs at all ages and contexts of life, and promotes a silent transformation; the importance of adult educators understanding their own learning process, as a way to enhance their power of action and transformation. Adult educators developed an educational biography focused on the professional path
and the learning process. The elaboration of the biography mobilized the subject in a process of reflection, remembrance, selection, analysis and (re)elaboration of this experience, in dynamics of alternation between the individual and the collective, orality and writing. The analyses of these biographical narratives allowed us to understand the learning and transforming power generated by reflection, self-writing and the socialization of experience. Adult educators attributed meaning and appropriated their professional experience and learning process, which triggered self-learning.
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