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Flexibilização e customização: Um modelo formativo para PME
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Orientador(es)
Resumo(s)
A crescente valorização de objetivos utilitaristas e economicistas em prejuízo de valores
como caráter e cidadania poderá condicionar o pleno desenvolvimento do indivíduo. A
opção por este percurso facilita a criação de um sistema produtor de vencedores e
vencidos. Perante esta polarização, o reforço do status quo parece inevitável,
comprometendo a qualidade emancipatória da educação (Labaree, 2017; Nóvoa, 2019).
Considerando que atravessamos um momento-chave no que concerne aos avanços
tecnológicos e ao seu efeito no campo laboral, a investigação dos processos formativos
ocorridos em contexto de trabalho adquire um papel preponderante. Com efeito, a
necessidade de estudar uma abordagem que promova o equilíbrio entre as quatro
esferas de desenvolvimento da aprendizagem – económica, sustentável, comunitária e
pessoal – torna-se emergente (Labaree, 2017; Lima, 2010, 2012; Nóvoa, 2019; Tett,
2014). O estudo que apresentamos foi concebido na sequência desta premência, tendo
partido da formulação do seguinte problema: Em que medida um modelo formativo,
baseado na abordagem Validation of Prior Learning (VPL) e sustentado por princípios
das ciências da educação, poderá contribuir para o empoderamento individual e,
consequentemente, para uma melhoria na qualidade organizacional das pequenas e
médias empresas (PME) portuguesas?
Na tentativa de solucionar o problema apresentado, definimos os seguintes objetivos
gerais: 1) saber como se processa a formação em contexto de trabalho nas PME
portuguesas; 2) compreender em que medida um modelo formativo, concebido a partir
da abordagem VPL, proporciona uma (re)qualificação dos trabalhadores que atente às
suas necessidades individuais e às da empresa; 3) aplicar princípios das ciências da
educação para uma formação de qualidade.
A divisão deste trabalho em duas partes – Estudo I e Estudo II – permitiu a recolha e
análise de dados de ordem estrutural (Estudo I) que serviu de base para a definição de
uma estratégia de ordem dinâmica (Estudo II). Ainda que empreendidos em momentos
distintos, revelaram-se complementares. De facto, a conceção do modelo formativo
fundamentou-se, primeiramente, nos resultados obtidos através das entrevistas
exploratórias a informantes-chave e, de seguida, nos dados obtidos ao longo do
processo formativo que envolveu noventa e dois funcionários de dez PME portuguesas
de categorias e setores diversos.
Atendendo à natureza da pesquisa, optámos pela metodologia de investigação-ação,
estabelecendo-se uma dialogicidade crítica entre a reflexibilidade teórica e o contexto
prático (Amado, 2014; Bogdan & Biklen, 1994; Estrela, 1994; Vilelas, 2017). O modelo
formativo, que emerge desta interação, conforma-se em cinco componentes – regime a
distância, reconhecimento de competências, competências linguísticas, competências
interculturais e um plano individual de ação – que atestam a impossibilidade em
dissociar o desenvolvimento individual do desenvolvimento empresarial, ou seja, o
desenvolvimento do indivíduo, nas suas várias vertentes, contribuirá para o
desenvolvimento da empresa em que se encontra inserido, culminando, idealmente,
numa simbiose perfeita entre indivíduo e organização aprendentes (Labaree, 2017; Tett,
2014).
Este trabalho assume-se como um importante contributo para o tema da formação em
contexto de trabalho nas PME portuguesas e, simultaneamente, abre caminho para a
continuidade da investigação.
The growing appreciation of utilitarian and economic objectives to the detriment of values such as character and citizenship may condition the full development of the individual. Choosing this route facilitates the creation of a system that produces winners and losers. In view of this polarisation, the strengthening of the status quo seems inevitable, compromising the emancipatory quality of education (Labaree, 2017; Nóvoa, 2019). Considering that we are going through a key moment in terms of technological advances and their effect on the labour field, the investigation of on-the-job training processes gains a predominant role. In fact, the need to research an approach that promotes a balance between the four spheres of development of learning – economic, sustainable, community and personal – is emerging (Labaree, 2017; Lima, 2010, 2012; Nóvoa, 2019; Tett, 2014). Therefore, the study we present was conceived as a result of this urgency, starting from the formulation of the following problem: To what extent does a training model, based on the Validation of Prior learning (VPL) approach and supported by principles of the educational sciences, can contribute to individual empowerment and, consequently, to an improvement in the organizational quality of Portuguese small and medium-sized enterprises (SMEs)? In an attempt to solve the problem presented, we have defined the following general objectives: 1) to know how on-the-job training in Portuguese SMEs takes place; 2) to understand the extent to which a training model, based on the VPL approach, provides a (re)qualification of workers that attends to their individual and company needs; 3) to apply principles of educational sciences for quality training. The division of this project into two parts – Study I and Study II – allowed the collection and analysis of structural data (Study I) that served as a basis for the definition of a dynamic strategy (Study II). Although undertaken at different times, they have proved to be complementary. Moreover, the design of the training model was based, firstly, on the results obtained through exploratory interviews with key informants and, secondly, on the data obtained throughout the training process that involved ninety-two employees from ten Portuguese SMEs from diverse categories and sectors. In view of the nature of the research, we opted for the action-research methodology, establishing a critical dialogue between the theoretical reflection and the practical context (Amado, 2014; Bogdan & Biklen, 1994; Estrela, 1994; Vilelas, 2017). The training model, which emerges from this interaction, comprises five components – distance learning, recognition of competences, language competences, intercultural competences and an individual action plan – that attest to the impossibility of dissociating individual development from business development, that is, the development of the individual, in its various aspects, will contribute to the development of the company in which the individual is inserted, culminating, ideally, in a perfect symbiosis between individual and learning organization (Labaree, 2017; Tett, 2014). This study, being an important contribution to the topic of on-the-job training in Portuguese SMEs, at the same time, opens the way for the continuation of the research.
The growing appreciation of utilitarian and economic objectives to the detriment of values such as character and citizenship may condition the full development of the individual. Choosing this route facilitates the creation of a system that produces winners and losers. In view of this polarisation, the strengthening of the status quo seems inevitable, compromising the emancipatory quality of education (Labaree, 2017; Nóvoa, 2019). Considering that we are going through a key moment in terms of technological advances and their effect on the labour field, the investigation of on-the-job training processes gains a predominant role. In fact, the need to research an approach that promotes a balance between the four spheres of development of learning – economic, sustainable, community and personal – is emerging (Labaree, 2017; Lima, 2010, 2012; Nóvoa, 2019; Tett, 2014). Therefore, the study we present was conceived as a result of this urgency, starting from the formulation of the following problem: To what extent does a training model, based on the Validation of Prior learning (VPL) approach and supported by principles of the educational sciences, can contribute to individual empowerment and, consequently, to an improvement in the organizational quality of Portuguese small and medium-sized enterprises (SMEs)? In an attempt to solve the problem presented, we have defined the following general objectives: 1) to know how on-the-job training in Portuguese SMEs takes place; 2) to understand the extent to which a training model, based on the VPL approach, provides a (re)qualification of workers that attends to their individual and company needs; 3) to apply principles of educational sciences for quality training. The division of this project into two parts – Study I and Study II – allowed the collection and analysis of structural data (Study I) that served as a basis for the definition of a dynamic strategy (Study II). Although undertaken at different times, they have proved to be complementary. Moreover, the design of the training model was based, firstly, on the results obtained through exploratory interviews with key informants and, secondly, on the data obtained throughout the training process that involved ninety-two employees from ten Portuguese SMEs from diverse categories and sectors. In view of the nature of the research, we opted for the action-research methodology, establishing a critical dialogue between the theoretical reflection and the practical context (Amado, 2014; Bogdan & Biklen, 1994; Estrela, 1994; Vilelas, 2017). The training model, which emerges from this interaction, comprises five components – distance learning, recognition of competences, language competences, intercultural competences and an individual action plan – that attest to the impossibility of dissociating individual development from business development, that is, the development of the individual, in its various aspects, will contribute to the development of the company in which the individual is inserted, culminating, ideally, in a perfect symbiosis between individual and learning organization (Labaree, 2017; Tett, 2014). This study, being an important contribution to the topic of on-the-job training in Portuguese SMEs, at the same time, opens the way for the continuation of the research.
Descrição
Palavras-chave
Aprendizagem ao longo da vida Competências Tecnologia na aprendizagem ao longo da vida Multilinguismo Diversidade cultural Reconhecimento e validação de aprendizagens prévias; Validation of Prior Learning (VPL) Formação em contexto de trabalho Pequenas e médias empresas (PME) Lifelong learning Competences Technology in lifelong learning multilingualism; cultural diversity; Validation of prior learning On-the-job training Small and mediumsized enterprises (SMEs)