A aprendizagem através das práticas escolar, simulada e profissional

Abstract

In the literature learning, there are several approaches that analyze the difference between school practice and professional practice. It is possible to find different terms that describe the contrast or the relationship between such practices, such as "learning transfer", "consequent transition", "scientific concept" versus "spontaneous concept" and "boundary crossing". Most of these terms and theories, however, do not discuss comprehensibly how what has been learned in school practice changes in professional practice and vice versa, combining the learners' subjective process with objective circumstances of the situation. Within this context, the objective of this thesis is twofold: first, it proposes to replace the general idea of “transferring” schooled knowledge into practice with an idea of continuous transformation of the situations and the incorporated skills that such situations end up requiring. Second, it demonstrates how this transformation occurs. To this end, empirical analyzes of the training of electricians of power lines are presented, from classroom practice, through the simulation of activities to professional practice in the field, using video recordings and interviews in self-confrontation. These analyzes show how the realization of “six learning situations” present in each of these practices contributes to the recent graduates to carry out their activities in a safer and more efficient way. As a result, there was an enrichment of the “tetradic signs” (that is, their cognitive and perceptual processes and their actions) of the electricians of power lines within the “Course of Action”, leading: (i) a continued expansion in the use of the rules taught by the school, (ii) the development of the ability to anticipate different aspects of the situation and (iii) an evidence of how abstract instructions, learned in the classroom and in simulations, are transformed and integrated with the skills developed in professional practices. At the end, we revisited the literature discussed, vis-à-vis the findings, showing the contribution of the research carried out to the understanding of this issue and how the Theory of the “Course of Action”, by Theureau (2004), through the “tetradic sign”, made it possible to dismember the overlapping studied in learning situations.