Theoretical Perspectives in Adult Education

Recommended Prerequisites

None.

Teaching Methods

Presentations, debates and text analysis.

Learning Outcomes

This course intends to provide a reflective space about the evolution of empirical experiences in Adult Education and Training from a critical approach that questions the main and most influent theoretical currents of the last decades.

Learning Outcomes – At the end of the course, students are to:

. Understand the history of the Adult Education and Training, taking into consideration the evolution of institutions, organizations, necessities and reasons for people to engage learning

. Question the construction of scientific thinking in the area of Adult Education and Training and describe the ideological and technological dimensions of the different theoretical frameworks related to educational activities;

. Describe the current standpoint of the scientific discussion in this area, while devising possible future courses of action.

Work Placement(s)

No

Syllabus

1. Education and Training of Adults: historical, theoretical, conceptual and prospective references.

2. Constructing a critical analysis framework for the different theoretical schools of Education and Training of Adults.

3. The influence of the American Pragmatism for a Progressive Education and Training of Adults:

4. Influences of Carl Rogers and Abraham Maslow for a humanistic Education and Training of Adults

a. The work of Malcolm Knowles and Andragogy as a specific educational program for adults;

5. The need for a critical and emancipatory Education and Training of Adults: contributions of J. Habermas; J. Mezirow and Paulo Freire. The Life Stories

6. Research and the future development of the Education and Training of Adults.

Head Lecturer(s)

Joaquim Luis Medeiros Alcoforado

Assessment Methods

Assessement
avaliação final: Exam: 100.0%

Assessement
Avaliação contínua:Individual work of critical analysis 100%: 100.0%

Bibliography

Alcoforado, L. (2008). Competências, Cidadania e Profissionalidade: limites e desafios para a construção de um modelo português de Educação e Formação de Adultos. Dissertação de Doutoramento. Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra.    

Finger,M.e Asún, J.M.(2003).A Educação de Adultos numa encruzilhada.Aprender a nossa saída.Porto:Porto Editora

Freire,P.(1972).Pedagogia do Oprimido.Porto:Afrontamento

Knowles,M.S.(1980).The modern practice of adult education: from pedagogy to andragogy.Englewood Cliffs:Camb. Adult Ed.

Mezirow, J. (2009). Transformative learning in practice : insights from community, workplace, and higher education. San Francisco : Jossey-Bass.

Rogers,C.R.(1985).Tornar-se Pessoa.Lisboa:Moraes