Class Education and Adult Training

This UC focuses on Adult Education and Learning (EFA), especially in non-formal learning contexts. It is intended to debate the relationships between Adult Education and Social Education, taking into account the plasticity of the “Human Being” and “Lifelong Learning”. Its purpose is for students to become familiar with the basic principles of this area of ¿¿knowledge, the socio-historical contexts in which they emerged, as well as some of the methodologies used. The aim is for students to develop skills so that they can act in a committed and professional manner in social contexts involving Adult Education and Training. This UC has a mixed nature, this means both theoretical and practical.

Not applicable

1. “7 Knowledge Necessary for the Education of the Future” (Morin, 2000) 2. Adult Education and the present day. 3. The dialogical and critical perspective in Paulo Freire. 3.1 Paulo Freire and Popular Education (Gadotti, 2000) 4. The socioconstructivist perspective (Vygostky) and situated learning and learning through participation in social practice (Lave and Wenger, 1991); 4.1 Pedagogical work (Marcel Lesne); 4.2 Andragogy x Pedagogy (R. Barros); 4.3 Peace Education in Times of War (Galtung, 2005) 4.4 An anthropological and sociological view of Technologies 4.5 UNESCO Report (2022) 5. Adult Education and Training Policies (Texts by Cavaco and Oliveira Pires)

The problems of today's society will be debated, from the beginning, as a challenge to formulate theories to solve these problems. Among other issues, the transformation of professional tasks, migration and other current issues. Solutions will thus be sought by reading the authors recommended in the curriculum and, additionally, by works suggested by students. As already mentioned, the intention is to promote research work from the beginning of the unit, which, when discussed in class, will allow written records to be improved and an assessment to be made before the end of the unit. Theoretical classes will be based on presentations and discussions on the texts presented, interspersed with exercises of reflection and critical interpretation of theoretical approaches on the objectives and challenges of EFA.

Barros, R. (2018). A EDUCAÇÃO DE ADULTOS EM PORTUGAL E OS TRAÇOS DA POLÍTICA GLOBAL EM TEMPOS DE AUSTERIDADE. HOLOS. https://doi.org/10.15628/holos.2018.6980 Barros, R. (2018). Revisiting Knowles and Freire: Andragogy versus Pedagogy - or the Dialogic as the Essence of Socio-pedagogic Mediation. Educação e Pesquisa, 44(0), e173244. https://doi.org/10.1590/s1678-4634201844173244 Cavaco, C. (2022). Public Policies for Adult Education in Portugal - innovations and challenges. Educar Em Revista, 38, e82009. https://doi.org/10.1590/0104-4060.82009  Freire, P. (1997). Pedagogia da Esperança. Editora Paz e Terra, S.A. https://pibid.unespar.edu.br/noticias/paulo-freire-1992-pedagogia-da-esperanca.pdf/view