{"id":11995,"date":"2023-03-04T12:27:31","date_gmt":"2023-03-04T10:27:31","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=11995"},"modified":"2023-03-04T12:59:27","modified_gmt":"2023-03-04T10:59:27","slug":"orientari-contemporane-in-practica-educatiei-scolare","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/orientari-contemporane-in-practica-educatiei-scolare","title":{"rendered":"Orient\u0103ri contemporane \u00een practica educa\u021biei \u0219colare"},"content":{"rendered":"

\u00cen educa\u021bia contemporan\u0103 spa\u021biile \u0219i formele de \u00eenv\u0103\u021bare s-au diversificat, de aceea modalit\u0103\u021bile de \u00eenv\u0103\u021bare \u0219i de educa\u021bie \u0219colar\u0103 trebuie reg\u00e2ndite. \u00cen activit\u0103\u021bile \u0219colare, dar mai ales \u00een activit\u0103\u021bile extra\u0219colare cap\u0103t\u0103 o pondere mai mare \u00eenv\u0103\u021barea nonformal\u0103 \u0219i cea informal\u0103. Av\u00e2nd \u00een vedere noile tendin\u021be educa\u021bionale, \u00een actul de predare este aproape un imperativ accentuarea \u00eenv\u0103\u021b\u0103rii nonformale \u0219i informale. Aceste modalit\u0103\u021bi vin \u00een sprijinul dezvolt\u0103rii unor activit\u0103\u021bi precum excursii \u0219i tabere de studiu, cercuri \u0219i ateliere \u0219colare, s\u0103pt\u0103m\u00e2na \u0219colii etc.
\nMaterialul propune o prezentare a celor trei tipuri ale \u00eenv\u0103\u021b\u0103rii \u0219i valorificarea lor \u00een activitatea \u0219colar\u0103. <\/p>\n

Pe m\u0103sur\u0103 ce spa\u021biile \u0219i formele de \u00eenv\u0103\u021bare au devenit mai diverse, dimensiunile acestora trebuie redefinite \u0219i reg\u00e2ndite. Conceptul de \u00eenv\u0103\u021bare formal\u0103 \u2013 informal\u0103 \u2013 non-formal\u0103 a fost inventat de Philip H. Coombs \u00een anii 1970, atunci c\u00e2nd educa\u021bia \u0219colar\u0103 era \u00eentr-o criz\u0103 major\u0103.\u00a0 Abordarea introdus\u0103 de Coombs a fost aceea c\u0103 doar o parte din \u00eenv\u0103\u021bare are loc \u00een cadrul sistemelor de educa\u021bie formal\u0103 \u0219i c\u0103 exist\u0103 \u0219i alte dimensiuni \u00een care se dob\u00e2ndesc cuno\u0219tin\u021be \u0219i competen\u021be. Conform interpret\u0103rii sale, educa\u021bia formal\u0103 este de fapt educa\u021bia \u0219colar\u0103, organizat\u0103 \u0219i proiectat\u0103 prin metodologii, programe \u0219colare, proceduri. Coombs define\u0219te educa\u021bia non-formal\u0103 ca fiind form\u0103 de \u00eenv\u0103\u021bare care are loc \u00een afara sistemului \u0219colar, \u00eentr-un cadru organizat \u0219i cu un scop specific, \u00een timp ce \u00eenv\u0103\u021barea informal\u0103 are loc \u00eentr-o varietate de contexte – familie, comunitate – \u00eentr-un mod informal \u0219i se refer\u0103 la dob\u00e2ndirea de informa\u021bii \u0219i dezvoltarea de competen\u021be. Coombs subliniaz\u0103, de asemenea, c\u0103, \u00een aceast\u0103 diviziune tripartit\u0103, educa\u021bia formal\u0103 este \u00een esen\u021b\u0103 marginalizat\u0103, \u00een sensul c\u0103 cea mai mare parte a cuno\u0219tin\u021belor noastre nu este dob\u00e2ndit\u0103 \u00een acest sistem \u00eenchis, structurat ierarhic. A\u0219adar, esen\u021ba abord\u0103rii lui Coombs const\u0103 \u00een faptul c\u0103, prin a\u0219ezarea\u00a0 elevului \u0219i a \u00eenv\u0103\u021b\u0103rii \u00een centru, se schimb\u0103 educa\u021bia tradi\u021bional\u0103 unde era a\u0219ezat \u00een centru profesorul \u0219i educa\u021bia, ap\u0103r\u00e2nd teorii care consolideaz\u0103 centrarea pe \u00eenv\u0103\u021bare pe tot parcursul vie\u021bii.<\/p>\n

\u00cen anul 2000, Comisia European\u0103 a publicat Memorandumul privind \u00eenv\u0103\u021barea pe tot parcursul vie\u021bii, iar drept urmare a acesteia s-au r\u0103sp\u00e2ndit abord\u0103ri mai liberale ale \u00eenv\u0103\u021b\u0103rii, confirm\u00e2nd importan\u021ba spa\u021biilor de \u00eenv\u0103\u021bare nonformal\u0103 \u0219i informal\u0103. Acesta are \u0219ase mesaje-cheie: noi competen\u021be de baz\u0103 pentru to\u021bi, investi\u021bii majore \u00een resurse umane, \u00eencurajarea inova\u021biilor \u00een actul de predare-\u00eenv\u0103\u021bare, valorificarea \u00eenv\u0103\u021b\u0103rii informale \u0219i nonformale, reg\u00e2ndirea consilierii \u0219i orient\u0103rii, \u00eenv\u0103\u021bare sprijinit\u0103 de echipamente TIC. Tot acest memorandum define\u0219te categoriile de \u00eenv\u0103\u021bare inten\u021bionat\u0103.
\n\u00cenv\u0103\u021barea formal\u0103 are loc \u00een institu\u021biile de educa\u021bie de baz\u0103 \u0219i de formare profesional\u0103 \u0219i se finalizeaz\u0103 cu o diplom\u0103 sau o calificare recunoscut\u0103.<\/p>\n

\u00cenv\u0103\u021barea non-formal\u0103<\/strong> are loc \u00een paralel cu sistemele de educa\u021bie \u0219i formare de baz\u0103 \u0219i nu conduce neap\u0103rat la o calificare profesional\u0103. \u00cenv\u0103\u021barea non-formal\u0103 poate avea loc la locul de munc\u0103, dar \u0219i \u00een contextul organiza\u021biilor \u0219i grupurilor societ\u0103\u021bii civile (de exemplu, organiza\u021bii de tineret, sindicate, partide politice). De asemenea, poate avea loc prin intermediul unor organiza\u021bii sau servicii (de exemplu, cursuri de art\u0103, muzic\u0103, sport sau cursuri private de preg\u0103tire pentru examene) create pentru a completa sistemele formale.<\/p>\n

\u00cenv\u0103\u021barea informal\u0103<\/strong> este o parte natural\u0103 a vie\u021bii de zi cu zi. Spre deosebire de \u00eenv\u0103\u021barea formal\u0103 \u0219i non-formal\u0103, \u00eenv\u0103\u021barea informal\u0103 nu este neap\u0103rat o activitate de \u00eenv\u0103\u021bare con\u0219tient\u0103, iar persoanele implicate pot s\u0103 nu-\u0219i dea seama c\u0103 dob\u00e2ndesc cuno\u0219tin\u021be \u0219i competen\u021be.<\/p>\n

Educa\u021bia formal\u0103<\/strong> este caracterizat\u0103 de un obiectiv de \u00eenv\u0103\u021bare clar definit \u0219i construie\u0219te procesul de \u00eenv\u0103\u021bare pe baza cuno\u0219tin\u021belor dob\u00e2ndite, cu cerin\u021be specifice de intrare \u0219i ie\u0219ire. \u00cenv\u0103\u021barea formal\u0103 se caracterizeaz\u0103 prin planificarea curricular\u0103 sau a programelor de studii. Aceasta \u00eenseamn\u0103 c\u0103 timpul petrecut \u00een sala de clas\u0103, cerin\u021bele \u0219i elementele de cunoa\u0219tere sunt clare \u0219i previzibile pentru elevi. \u00cenv\u0103\u021barea formal\u0103 este structurat\u0103 pe materii \u00een cadrul sistemului \u0219colar, dar \u00een afara sistemului \u0219colar este de obicei structurat\u0103 pe materii sau module. Tranzi\u021bia \u00eentre nivelele de studiu sunt dificile deoarece includ examene de admitere, evalu\u0103ri de nivel, perioade de evaluare \u00een timpul \u0219i\/sau la finalul procesului de \u00eenv\u0103\u021bare. Caracteristica de baz\u0103 a \u00eenv\u0103\u021b\u0103rii formale este monitorizarea \u0219i evaluarea: adic\u0103 procesul de \u00eenv\u0103\u021bare-predare include \u00eentotdeauna una sau mai multe forme specifice de evaluare (examene orale, scrise, teste, exerci\u021bii practice etc.). Evaluarea este, de asemenea, un mijloc de asigurare a calit\u0103\u021bii: deoarece acestea sunt adesea calific\u0103ri recunoscute de stat, cuno\u0219tin\u021bele candidatului sunt verificate ca o condi\u021bie pentru eliberarea certificatului.<\/p>\n

O form\u0103 de \u00eenv\u0103\u021bare \u201emai informal\u0103\u201d dec\u00e2t cea formal\u0103, at\u00e2t din punct de vedere al procesului, c\u00e2t \u0219i al scopului s\u0103u, este educa\u021bia non-formal\u0103. Motivul principal este c\u0103 fiecare \u00eenva\u021b\u0103 \u201epentru sine” , a\u0219adar cuno\u0219tin\u021bele dob\u00e2ndite nu conduc la un certificat sau la o alt\u0103 calificare recunoscut\u0103 la scar\u0103 larg\u0103. Obiectivele \u00eenv\u0103\u021b\u0103rii non-formale nu sunt, \u00een general, str\u00e2ns legate de lumea muncii, de cuno\u0219tin\u021be care pot fi „v\u00e2ndute” direct pe pia\u021ba muncii. Este esen\u021bial ca educa\u021bia non-formal\u0103 s\u0103\u00a0 s\u0103 ofere programe care s\u0103 \u00eencorporeze \u00eenv\u0103\u021barea ca form\u0103 de petrecere a timpului liber sau de autoexprimare, s\u0103 fie o motiva\u021bie personal\u0103 pentru autodezvoltare sau pentru autoexprimare. Acest lucru se datoreaz\u0103 faptului c\u0103 acestea sunt ariile \u00een care adul\u021bii nu resimt \u00eenv\u0103\u021barea ca pe o constr\u00e2ngere sau o sarcin\u0103 plictisitoare. \u00cen astfel de situa\u021bii, de cele mai multe ori, \u00eenv\u0103\u021barea nu este resim\u021bit\u0103 ca „\u00eenv\u0103\u021bare”, pentru c\u0103 nu stai \u00eentr-o sal\u0103 de clas\u0103, nu dai examene, nu e\u0219ti evaluat \u00een func\u021bie de performan\u021bele tale \u0219i nici m\u0103car nu te sim\u021bi anxios. Aceasta este \u00eens\u0103\u0219i esen\u021ba \u00eenv\u0103\u021b\u0103rii non-formale: pe de o parte, a \u00eenv\u0103\u021ba prin experien\u021be pozitive \u0219i succese, iar, pe de alt\u0103 parte, a deveni mai deschis, mai creativ, mai alfabetizat, f\u0103r\u0103 a-\u021bi da seama.<\/p>\n

Datorit\u0103 naturii sale flexibile, educa\u021bia non-formal\u0103 se poate adapta cu mai mult succes la cuno\u0219tin\u021bele anterioare ale elevilor dec\u00e2t cele formale. Succesul unui proces de \u00eenv\u0103\u021bare depinde \u00een parte de m\u0103sura \u00een care putem corela noile cuno\u0219tin\u021be cu cele existente. \u00cen sistemele formale, grupurile sau clasele de elevi nu se formeaz\u0103 neap\u0103rat pe baza aceluia\u0219i nivel de cuno\u0219tin\u021be anterioare, \u00eens\u0103 \u00een cazul \u00eenv\u0103\u021b\u0103rii non-formale, nu exist\u0103 organisme de reglementare externe care s\u0103 rigidizeze \u00eenv\u0103\u021barea,\u00a0 l\u0103s\u00e2nd timp \u0219i motiva\u021bie pentru a explora cuno\u0219tin\u021bele reale ale grupului, pentru a le aduce la standarde de performan\u021b\u0103.\u00a0 O alt\u0103 caracteristic\u0103 important\u0103 a \u00eenv\u0103\u021b\u0103rii non-formale este aceea c\u0103 aici se poate realiza cu adev\u0103rat rela\u021bia ideal\u0103 profesor-elev, \u00eenlocuind comportamentul centrat pe profesor, care este obi\u0219nuit \u00een mediul \u0219colar. \u00cen principiu, devine esen\u021bial schimbul continuu de roluri \u00eentre profesor-elev, se pune accent pe comunicarea reciproc\u0103, pe \u00eenv\u0103\u021barea reciproc\u0103 – dar \u00een situa\u021biile formale, acest lucru este limitat, deoarece puterea de evaluare este \u00een m\u00e2inile profesorului, ceea ce adesea limiteaz\u0103 dezvoltarea unei rela\u021bii libere \u0219i informale \u00eentre profesor \u0219i elev.<\/p>\n

Cea mai neobservat\u0103, dar cea mai frecvent\u0103 form\u0103 de \u00eenv\u0103\u021bare din via\u021ba noastr\u0103 este \u00eenv\u0103\u021barea informal\u0103. Se poate \u00eent\u00e2mpla aproape oriunde \u0219i \u00een orice moment: ascult\u00e2nd radioul \u00een timp ce c\u0103l\u0103torim sau vorbim, citim ziarul, mergem pe strad\u0103, ne uit\u0103m la televizor sau navig\u0103m pe internet sau r\u0103sfoim reviste. Esen\u021ba \u00eenv\u0103\u021b\u0103rii informale const\u0103 \u00een natura sa neplanificat\u0103. Cuno\u0219tin\u021bele nu sunt c\u0103utate \u00een mod con\u0219tient, ci\u00a0 sunt asimilate \u00eent\u00e2mpl\u0103tor. \u00cenv\u0103\u021barea informal\u0103 este de obicei prezent\u0103 \u00een via\u021ba fiec\u0103rui individ\u00a0 ca o activitate de \u00eenso\u021bire deoarece \u00eenv\u0103\u021barea nu este un scop direct, ci mai degrab\u0103 o consecin\u021b\u0103.<\/p>\n

Procesul educativ este unul complex \u0219i variat. \u00cen sistemul de educa\u021bie, \u00eenv\u0103\u021barea formal\u0103 riguros planificat\u0103 trebuie s\u0103 fie completat\u0103 de cea nonformal\u0103, asigur\u00e2ndu-se astfel \u00eenv\u0103\u021barea pe tot parcursul vie\u021bii, bazat\u0103 \u00een esen\u021b\u0103 pe educa\u021bie de tip informal.<\/p>\n

Bibliografie<\/strong><\/em>
\nLiliana Pos\u0163an – \u201eEduca\u021bie nonformal\u0103 \u2013 note de curs , Chi\u0219in\u0103u, 2019
\nVasile Andrie\u0219 – \u201eSTRATEGII \u0218I POLITICI \u00ceN DOMENIUL EDUCA\u021aIEI NONFORMALE LA NIVEL EUROPEAN\u00a0 \u00een Perspectivele \u0219i Problemele Integr\u0103rii \u00een Spa\u021biul European al Cercet\u0103rii \u0219i Educa\u021biei Volumul VII, Partea 2. Cahul: USC, 2020
\nVlad Dumitrescu – \u201eUn alt fel de a \u00eenv\u0103\u021ba\u201d \u00een Dilema Veche nr. 481 din 3-8 mai 2013<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

\u00cen educa\u021bia contemporan\u0103 spa\u021biile \u0219i formele de \u00eenv\u0103\u021bare s-au diversificat, de aceea modalit\u0103\u021bile de \u00eenv\u0103\u021bare \u0219i de educa\u021bie \u0219colar\u0103 trebuie reg\u00e2ndite. \u00cen activit\u0103\u021bile \u0219colare, dar mai ales \u00een activit\u0103\u021bile extra\u0219colare cap\u0103t\u0103 o pondere mai mare \u00eenv\u0103\u021barea nonformal\u0103 \u0219i cea informal\u0103. … Cite\u0219te continuarea →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1129,1591],"tags":[1637],"class_list":["post-11995","post","type-post","status-publish","format-standard","hentry","category-educatie-nonformala","category-invatare","tag-edit-nagy1"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/11995","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=11995"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/11995\/revisions"}],"predecessor-version":[{"id":12061,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/11995\/revisions\/12061"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=11995"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=11995"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=11995"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}