Formación docente y construcción curricular en educación de jóvenes y adultos

Abstract

This article presents an extracurricular project deployed in the city of Córdoba (Argentina), during 2004. This experience has managed to articulate research, formation of teachers and design of curricula for youngsters and adults. It proposes pedagogic intervention within the workframe of the current political context, the institutional context of teaching practices and the traits of those individuals to whom the project is addressed.

This experience has developed conceptual and methodological points of view and has taken into consideration important issues regarding teaching formation. This experience also explores a process of multiple learning experiences. From the political point of view, it proves that projects of innovation in education do not only belong to the field of pedagogic technical improvement. From the point of view of formation of teachers, workshops became a space in which participants enquired on the reasons and goals of its decisions while teaching. More specifically in teaching of written language, the social scope of written culture and the knowledge used by students while interacting with different texts are analyzed, trying to give an account of the potential of the content and concepts used, and respecting the knowledge of the alumni, both youngsters and adults.

This experience was deployed in different institutional spaces: college, where workshops with teachers, students and researchers were performed, and institutions belonging and not belonging to the school system, where teachers and pedagogues worked along with youngsters and adults.