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Escolas que trabalham em parceria com empresas no âmbito da formação de adultos e jovens: um estudo multicaso
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Orientador(es)
Resumo(s)
A presente investigação é um convite à reflexão sobre a relação Escola-Empresa em
contexto de parceria, no âmbito da formação de adultos e de jovens.
As escolas e as empresas de hoje enfrentam desafios cada vez mais complexos, face
às constantes transformações que se verificam na sociedade (Giddens, 2000; Beck, 2010) que
dão lugar a ambientes de incerteza e de alguma tensão no seio das instituições, repercutindo-se na vida quotidiana de adultos e de jovens.
A falta de escolaridade mínima que ainda prevalece, a premência das escolas em
adaptarem as ofertas formativas ao mercado de trabalho e, a necessidade de trabalhadores
especializados em áreas exigidas pelas empresas face à competitividade, conduziu a que
escolas e empresas articulassem objetivos e estratégias de cooperação (Zay,1996; Estaço,
2001; Canário, 2005; Epstein, 2009, Epstein, 2011).
Na atualidade, a ideia de aprendizagem ao longo da vida assumiu centralidade nas
políticas educativas europeias, sendo que, tanto a UE como a OCDE realçam o seu papel
impulsionador de mudança, quer no âmbito económico, quer no social (Canário, 2003; Lima,
2003; Biesta, 2005, 2006; Biesta et al. 2011). Acrescente-se ainda a influência da sociedade do
conhecimento (Castells, 2002) e das referidas políticas que suscitam a necessidade de novas
competências face à alteração das qualificações e da organização do trabalho.
Os objetivos primordiais da presente investigação centram-se no modo como os atores
perspetivam a relação escola-empresa e a formação de adultos e de jovens, em contexto de
parceria.
Privilegiámos o método estudo multicaso (Yin, 1999; Stake, 2009) e uma abordagem
qualitativa. A partir de uma análise de conteúdo de entrevistas semiestruturadas administradas aos dezoito (18) participantes no estudo, bem como da análise documental, ressaltaram algumas coincidências e divergências entre os dois casos. Evidenciou-se a vantagem da relação escola-empresa na formação de adultos e de jovens, em contexto de parceria, conforme testemunha a literatura existente. Os resultados obtidos apontaram algumas pistas para futuras investigações que possibilitem aprofundar o tema em análise.
This investigation is an invitation to reflect on the School-Enterprise relationship in the context of a partnership, in the area of training of adults and young people. Today’s schools and businesses face increasingly complex challenges, given the constant changes taking place in society (Giddens, 2000; Beck, 2010), which give rise to environments of uncertainty and some tension within the institutions, impacting on the daily lives of adults and young people. The lack of minimum schooling that still prevails, the urgency of the schools in adapting the offers of training courses to the work market and the need for skilled workers in areas required by firms to confront competitiveness, led schools and businesses to articulate goals and cooperation strategies (Zay,1996; Estaço, 2001; Canário, 2005; Epstein, 2009). Today, the idea of learning throughout life has been focused upon in European educational policies, and both the EU and the OECD highlight its leading role in fomenting change, both in the economic and the social sphere (Canário, 2003; Lima, 2003; Biesta, 2005, 2006; Biesta et al. 2011). Add to that the influence of the society of knowledge (Castells, 2002) and the policies that invoke the need for new skills to adapt to a change of qualifications and organization of work. The primary objectives of this investigation focus on how the actors consider the schoolenterprise relationship and the training of adults and young people, in the context of a partnership. We have favored the multi-case study method (Yin, 1999; Stake, 2009) and a qualitative approach. From an analysis of the content of semi-structured interviews administered to eighteen participants in the study, as well as a documentary analysis, several coincidences and divergences stand out between the two cases. The advantage of the relationship between school and firm was evident in the training of adults and young people, in the context of a partnership, as witnessed by the existing literature. The results obtained indicated some clues for future research on the topic in question.
This investigation is an invitation to reflect on the School-Enterprise relationship in the context of a partnership, in the area of training of adults and young people. Today’s schools and businesses face increasingly complex challenges, given the constant changes taking place in society (Giddens, 2000; Beck, 2010), which give rise to environments of uncertainty and some tension within the institutions, impacting on the daily lives of adults and young people. The lack of minimum schooling that still prevails, the urgency of the schools in adapting the offers of training courses to the work market and the need for skilled workers in areas required by firms to confront competitiveness, led schools and businesses to articulate goals and cooperation strategies (Zay,1996; Estaço, 2001; Canário, 2005; Epstein, 2009). Today, the idea of learning throughout life has been focused upon in European educational policies, and both the EU and the OECD highlight its leading role in fomenting change, both in the economic and the social sphere (Canário, 2003; Lima, 2003; Biesta, 2005, 2006; Biesta et al. 2011). Add to that the influence of the society of knowledge (Castells, 2002) and the policies that invoke the need for new skills to adapt to a change of qualifications and organization of work. The primary objectives of this investigation focus on how the actors consider the schoolenterprise relationship and the training of adults and young people, in the context of a partnership. We have favored the multi-case study method (Yin, 1999; Stake, 2009) and a qualitative approach. From an analysis of the content of semi-structured interviews administered to eighteen participants in the study, as well as a documentary analysis, several coincidences and divergences stand out between the two cases. The advantage of the relationship between school and firm was evident in the training of adults and young people, in the context of a partnership, as witnessed by the existing literature. The results obtained indicated some clues for future research on the topic in question.
Descrição
Palavras-chave
Relação escola-empresa Formação e Aprendizagem ao longo da vida Educação-Formação de adultos e de jovens Relationship School-Enterprise Training and lifelong Learning Education-Training of Adults and Youths