ENGINEERING AND TRAINING OF ADULT TEACHERS: NOTIONS IN JEAN-MARIE BARBIER¹

ABSTRACT:

This theoretical-reflective study aimed to contextualize educational engineering, based on Jean-Marie Barbier's theoretical notions, with the training of adult teachers. Thus, the text clarifies the notion of engineering training, considering the design and evaluation of educational interventions in the workplace and adults' social life aiming for learning; describes educational intervention as the articulation of two cultures that do not intercross (engineering and pedagogy), but that become interconnected by a third one, the training culture; and illustrates the engineering training cycle in four phases. In all these moments, we contextualize the author's theoretical approaches regarding the training of adult teachers. Among the identified interfaces, the training culture stands out, as it reinforces two essential aspects of the teacher training process: the conception (by themselves and by trainers) of this subject as an adult who has life and professional experiences and the perspective of school as a privileged educational space for their training and professionalization (with no distinction between them). Therefore, our reflection adds value to the current thought on adult teacher training, focusing on the culture of training and transformation, aiming at teachers' continuous development and strengthening teacher professionalization in the current social, professional, and political fights.

Keywords:
educational engineering; teachers' education; education of adult teachers; teacher professionalization