Oficinas e Conhecimento: resumo em inglês

Em meu livro Oficias e Conhecimento há um resumo da obra, em português. Pedi para minha filha Nara Cardoso Barato verter o resumo para o inglês. A versão em idioma gringo não foi aproveitada na edição do livro. Mas, se alguém quiser apresentar minha obra para gente que não fala português, pode vir até aqui e ver o abstract.

Oficinas e Conhecimento: Um desafio para atuação e capacitação de docentes em educação profissional e tecnológica.


This book presents a summary of the findings of a research on the work of vocational training isntructors who teach techniques on working skills, and on student performance in workshops, laboratories, and in the classroom. This study aims to assess how instructors teach in workshops and how students learn in such environments, as well as in laboratories and in the classroom. Based on the survey results, this work suggests multiple aspects that could be part of a didactic method focused on work-based learning, and it provides tools that might contribute to the training of vocational training teachers.

Traditional didactic methods do not consider workshops as a knowledge-based experience, as opposed to the knowledge shared in school environments, or classrooms. The idea that there is a split between theory and practice is predominant. The first, which derives from classroom-teaching, is considered the foundation of practice. The latter, developed in workshops, is considered a means to apply theory, and being deprived of any epistemological status. The data of this study suggest a different direction. They show that actions, activities, and the act of making are a kind of knowledge that does not come from theory, but presents its own epistemological status. To understand how this kind of knowledge emerges one must consider how teachers and students operate in workshops.

In workshops, knowledge is developed through the production of works. Environments, tools, labor standards, and the community values of practice (social practice) are all elements that mediate knowledge, aiming at the production of works. The goal of workshops is to produce works, not explanations. This feature of knowledge in workshops suggests a completely different dynamics than that of didactic methods in the classroom. The survey results show a work-based learning dynamics – the predominant dynamics in workshops –  which indicates the need of creating a new didactic method concerned with the production of works.

This study suggests that in order to train workshop instructors one must consider the act of making as knowledge, and not as a means to apply technology and science. It also suggests the need of a deeper understanding of an epistemology that goes beyond antithetic pairs such as theory/practice, knowledge/ability, mind/body. However, this book does not focus only on exploring epistemology. Based on the assumption that learning is a function of different types of knowledge, it suggests that learning and working come from knowing how to make things, and not form generalizations that can be applied to various situations. As a result, the context is an important element to consider when dealing with work-based knowledge. By studying what happens in workshops, precious indications of meaningful contexts in work-related learning have arisen.

During the survey, and by observing activities in workshops of different professional areas, the research has shown many interesting aspects of the construction of work-based knowledge by teachers and students. It has shown that technique is a type of knowledge linked to results and its practitioners see it as art.  It has shown that students see the work they do, even though they might be beginners, as a way to belong to a community of practice. It has shown that teachers, even those who do not hold a degree in pedagogy, do find ways to assess students performances, based on work-related knowledge. It has shown many didactic solutions that derive from learning how to work.

The survey in which this book is based on points to a pedagogy, created by workers, that is proper to workers´ education. Such pedagogy needs to be highlighted so that teachers who teach or will teach working techniques do not turn workshops into school environments, influenced by pedagogies that were born in classroom-teaching experience.

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