Défis de l’évaluation de l’apprentissage dans la pratique accompagnateur-accompagné : cas de l’éducation interculturelle bilingue au Chili
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2024
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University of Lusophone Humanities and Technology
Resumo
O programa de Educação Intercultural Bilingue (IBE) no Chile é oferecido por uma equipe pedagógica composta por um professor titular e um educador tradicional (ancião). Esta pesquisa evidencia os desafios da educação informal na prática acompanhante-acompanhado dessa díade. Seguindo uma exploração a partir da teoria social cognitiva, este artigo explora as questões conceptuais e metodológicas da formação decorrentes das inter-relações entre esses agentes educacionais. A articulação dos aspectos do ambiente de aprendizagem, das práticas e dos procedimentos, bem como dos papéis e funções dos agentes educacionais, levou à elaboração de um questionário (QEIB) capaz de auxiliar na avaliação do estado da formação que emerge desse contexto de acompanhamento. Esta ferramenta pode assim ajudar a definir e caracterizar as concepções (acompanhantes e acompanhados), as dimensões (formas de relacionamento, cooperação e liderança) e os contextos (profissional, interpessoal, didático e sociocultural) desta formação. Em suma, propõe-se considerar esta ferramenta (QEIB) como um modelo de avaliação da aprendizagem na educação informal que ocorre no âmbito do currículo IBE.
The Bilingual Intercultural Education (EIB) program in Chile is delivered by an educational dyad consisting of a head teacher and a traditional educator (Sage). This research highlights the challenges of informal education in the coach-accompanied practice of this dyad. Following an exploration based on social cognitive theory, this article explores the conceptual and methodological issues of training arising from the interrelationships between these educational agents. The articulation of aspects of the learning environment, practices, and procedures as well as the roles and functions of educational agents led to the conceptualization of a questionnaire tool (QEIB) capable of helping to assess the state of training. emerging from this context of a supportive relationship. This tool can help to define and characterize the conceptions (accompanist and acconpanied), the dimensions (forms of relations, cooperation, and leadership) and the contexts (professional, interpersonal, didactic, and socio-cultural) of this training. In perspective, it is proposed to consider this tool (QEIB) as a model for assessing learning in informal education taking place in the IBE curriculum.
The Bilingual Intercultural Education (EIB) program in Chile is delivered by an educational dyad consisting of a head teacher and a traditional educator (Sage). This research highlights the challenges of informal education in the coach-accompanied practice of this dyad. Following an exploration based on social cognitive theory, this article explores the conceptual and methodological issues of training arising from the interrelationships between these educational agents. The articulation of aspects of the learning environment, practices, and procedures as well as the roles and functions of educational agents led to the conceptualization of a questionnaire tool (QEIB) capable of helping to assess the state of training. emerging from this context of a supportive relationship. This tool can help to define and characterize the conceptions (accompanist and acconpanied), the dimensions (forms of relations, cooperation, and leadership) and the contexts (professional, interpersonal, didactic, and socio-cultural) of this training. In perspective, it is proposed to consider this tool (QEIB) as a model for assessing learning in informal education taking place in the IBE curriculum.
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EDUCATION, INTERCULTURAL EDUCATION, BILINGUALISM, SOCIAL LEARNING, PERSONAL DEVELOPMENT, EDUCAÇÃO, EDUCAÇÃO INTERCULTURAL, BILINGUISMO, APRENDIZAGEM SOCIAL, DESENVOLVIMENTO PESSOAL
Citação
Arias Ortega, K E & Prévil, C 2024, 'Défis de l’évaluation de l’apprentissage dans la pratique accompagnateur-accompagné : cas de l’éducation interculturelle bilingue au Chili', Revista Lusófona de Educação, vol. 62, no. 62, pp. 27-42. https://doi.org/10.24140/issn.1645-7250.rle62.02