Education for the Future: Participatory Research as a Link between Non-Formal Adult Education and Community Development in Brazil.

Autor/in	Gormley, Kevin J.
Titel	Education for the Future: Participatory Research as a Link between Non-Formal Adult Education and Community Development in Brazil.
Quelle	(2000), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Community Development; Comparative Education; Developing Nations; Disadvantaged; Educational Development; Educational Trends; Field Studies; Foreign Countries; Futures (of Society); Nonformal Education; Participatory Research; Research Methodology; Brazil + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Community; Development; Entwicklung; Vergleichende Erziehungswissenschaft; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Praxisforschung; Ausland; Future; Society; Zukunft; Non-formal education; Non formal education; Nichtformale Bildung; Forschungstätigkeit; Research method; Forschungsmethode; Brasilien
Abstract	Since the mid-1970s, participatory research (PR) has provided an alternative approach to those development systems that rely on outside experts and implement predetermined solutions. PR empowers disadvantaged people by recognizing them as co-researchers working together to gather information and implement solutions to their problems. This paper provides a detailed definition of participatory research, outlines the process involved in conducting such research, and presents the application of this information in the context of a PR study conducted in northeastern Brazil. The study evaluated whether a PR study could fulfill its practical and theoretical goals when applied to an educational development project in an urban, low-income community of northeastern Brazil. Consequently, the research team raised three questions: How should this community define its educational needs?; How should it strive to locate resources associated with the previously defined needs?; and How should this initiative continue after the facilitator's departure? By addressing these questions over a 10-month period, the research participants struggled together in an effort to identify the community's assets, to evaluate its liabilities, and to construct processes that would lead to educational improvements in the area. Practical results for the community included a collection of educational necessities in the area, the documentation of plans to address these needs, a list of skilled people and agencies willing to help implement the plans, and training in the skills needed to facilitate such activities. Theoretical contributions included the development of a taxonomy of participation, additional details of PR methods, and ideas for post-fieldwork analysis. Contains 5 notes, 4 figures, 1 table, and 22 references and additional resources. (Author/BT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC