What excites you about adult learning and education?
"As social beings, we are always learning in order to adapt and improve ourselces to answer to our real necessities and to deal with the possibilities that appear during our lives. At the same time, as we learn and act, we are also teaching among other social beings, on purpose or not. Therefore, learning and teaching are permanent and social actions. As Paulo Freire would say, "nobody teaches anybody, nobody educates itself, human beings educate among themselves, mediated by the world"- Ina freirian perspective. that's a good starting point to think about permanent education or lifelong learning. Considering this idea, I would like to study, reflect and debate about the multiple (maybe infinite) ways we organize and promote educational processes - formal, informal, non-formal"
Lucas Campos is an assistant professor at the Federal University of Juiz de Fora (Brazil) since 2018. He did his PhD on Public Policies and Human Development at Rio de Janeiro State University (Brazil), in partnership with the Institute of Education of the University of Lisbon (Portugal).
His main research interests are linked with politics, public administration and organizational studies. In this field, he has been reflecting on the relationships between the State, civil society and educational public policies.
CG 3: Domains of adult learning and education and logics of action: adult educators and hybrid professionalism
The field of adult learning and education is traditionally very heterogeneous and intersects with many other fields (e.g. cultural field, education in enterprises, integration into the labour market). This impacts in the lack of clarity about the nature of the job profiles of adult educators and about the concrete activities they carry out in the different domains of practice that can be found in different countries. Adult learning and education is a differentiated and heterogeneous field of practice, including several domains, such as liberal/non-formal education, social development activities, second-chance education and vocational education and training, among others. The heterogeneity and differentiation of the field of practice, characterised by a wide range of domains, place special demands on the professionalism of adult educators. Adult educators work at interfaces where they have to mediate between different logics of action. According to Freidson (2001) three ideal typical logics of action can be identified. The logic of professionalism emphasises the autonomy in professional acting based on a specific expertise and refers to the traditional discourse about professionalisation in adult learning and education. The logic of bureaucracy refers to classical mechanisms of administration and comprises perspectives of hierarchy, governance, control and standardisation. These are closely related to educational policy and governmental structures imposed by public bodies, e.g. through defined standards that must be met by adult education organisations. The logic of economy includes the perspective on the free market, where the idea of supply and demand guides action and influences the planning and development of adult education offerings. The ways adult educators understand their job and the work that they achieved denote interdepended logics, a “hybrid professionalism” (Noordegraaf, 2007, 2015) that is to be developed and promoted in the specific organisational and social contexts of adult learning and education domains of practice (Egetenmeyer et al. 2019).
ALVES, Natália, SCHMIDT-LAUFF, Sabine, DOUTOR, Catarina & CAMPOS, Lucas (2020). Contexts of Recognition of Prior Learning: a comparative study of RPL initiatives in Brazil, Portugal and Germany. Andragogical Studies, 2, 87-110.
CAMPOS, Lucas & NEPOMUCENO, Vera (2020). Reflexões sobre a (re)configuração do trabalho docente no Brasil e em Portugal na era neoliberal. In: CABRERA (Org.). História do Movimento Operário e Conflitos Sociais em Portugal. 687-702. Lisboa: Instituto de História Contemporânea.
CAMPOS, Lucas (2018). Políticas Públicas e as lutas por memória e justiça: contradições e limites. Revista Transversos, 12, 37-55.
CAMPOS, Lucas (2017). A construção da cidade olímpica carioca: o que ficará na memória? In: CALABRE, CABRAL & SIQUEIRA (Orgs.). Memória das olimpíadas no Brasil: diálogos e olhares. 2, 152-167. Rio de Janeiro: Fundação Casa de Rui Barbosa.
CAMPOS, Lucas, SANTOS, Laura & PRESTES, Gabriela (2015). A Administração Pública e o Projeto de Educação Brasileiro: o caso da cidade do Rio de Janeiro. Revista Brasileira de Administração Política, 8, 141-160.