This paper assumes that formative processes are not limited to the school context or model but that other life contexts and experiences, even if not intentionally, have educational effects. These informal formative contexts and experiences can play a key role individual´s development, resulting not only in superficial changes, but also in deep changes in terms of subjectivity and identity. Our research involves clandestine militants of the Portuguese Communist Party during the dictatorship, and explores the type of knowledge acquired during their hiding experience (1940-1974) that allowed them to resist and survive over long periods. As our focus is the experience of women, based on narrative discourses of women (or about them) we will consider the role and status of women in hiding. The discourses were collected through several published autobiographical narratives and mainly interviews where we tried to identify the learning processes, the people seen as significant for knowledge acquisition, and also how knowing, knowing how to do and knowing how to be were constructed during living in hiding.
- Experimental formation