R. Vieira, M. Lopes

Polythecnic Institute of Leiria (PORTUGAL)
In this communication, we will approach two paths we have found in the School of Education and Social Sciences, Polytechnic Institute of Leiria and CIID, Research Center of Identity(ies) and Diversity(ies) to turn what is too often separate: education and research.
One route has been through the courses that we taught, relating to the anthropology of education, in particular, where we look for students to learn, to read social reality, learn to think and investigate the daily and do research on educational processes, not only at school, but also through the Internet, by analyzing the children's games, through the analysis of family relationships and how they educate children. The idea is unschoolers education. The anthropology of education, in this case, has put the emphasis on the need to think about the educational processes in schools and beyond schools, and putting the students to deconstruct this myth that only the school teaches and requires it to do research by students higher education.
The second way we have found to construct the bridge between education and research is the work that we have going on with adults returning to school after they have left, compulsory schooling, and those between 30 and 60 years old. From an investigation of listening, powered by ethnographic research and ethnographic interviews, we reached a time to put these adults juxtaposed and discuss issues and to think that we launched the moments in changing world views, either in childhood or in adolescence, both in elementary school, and now in the return to school (University).
This meeting we call a focus group allowed a conversation started with some issues, led to a questioning of self and others during the interview, and would lead to a rediscovery of the self more hidden than had been known yet, nor by interviewee or the interviewer before the focus group. In the second part we will discuss the potential of such a group that does both the investigation to know himself, allows the researcher to know what are the projects of life and investigated the changes that occurred between that dropping out of school and return the school as well as new projects are emerging in the process of being in higher education and allowing a self-training (Pineau, 1983; Josso, 2002; Vieira, 1999) because the person, in contact and confrontation with the others, gain awareness of their place in the world and forms itself in that it puts into practice the dictum Socratic "know yourself".