The case of the Montegrande project Since 1990, Chile has been carrying out a formal educational reform. Although the main objective of the reform is to improve the quality of the formal school experience, this reform process has also created a series of innovative educational experiences for adults. My working hypothesis is that through the training of adults that influence or work directly in the educational system, it is possible to have an impact on the quality of education for children. This project is about the study of the discourse, interpretation, use and effects of adult education endeavors. This project intends to study the issue of participation in adult education.
Participation is an inseparable aspect of adult education.
Hence, it is important to generate knowledge about its interpretation, use, and effects. However, many studies have tended to isolate and analyze the individual learner, rather than evaluating that learner within a particular context. The missing element in understanding CPE is a comprehensive, holistic assessment of the interrelationships between the learner, the knowledge generated within the educational program, the components of professional practice that generate new knowledge, and the context of organizations in which professional are employed. This study will use an interpretivist framework to analyze how knowledge is constructed in the context of professional practice. Interviews will probe the specifics of learning from the continuing education activity attended, the context of the work environment and the nature of the professional practice.