Observation and Intervention Unit - Adult and the Elderly Education and Training Learning

Recommended Prerequisites

Knowledge and skills mentioned on the several curricular units of the previous semesters.

Teaching Methods

This curricular unit provides students with field work in the institutions that host them, to consolidate and/or to deepen the theoretical and practical knowledge inherent in the area of Psychopedagogy and Inclusive Education. If possible, it is recommended that the student may be able to collaborate actively and autonomously, with due supervision, in the design, planning and development of educational activities in the host institution. It will happen weekly a follow-up of the fieldwork, in a seminar format at the Faculty, for sharing experiences, critical reflection and guidance. 

Learning Outcomes

- To deepen and to apply knowledge in the area of Education and Training of Adults and the Elderly.

- To contact institutions and systematically analyze, based on scientific knowledge and specialized observation techniques, practices of education professionals in the area of Education and Training of Adults and the Elderly.

- To collaborate during the semester with the chosen institution and its professionals in carrying out educational activities, if requested, learning to work as a team.

- To periodically analyze, in a critical way, the situations observed, in light of the educational intentionality of actions for different audiences, in the area of Education and Training of Adults and the Elderly.

- To outline enlightned proposals for professional intervention in the area of Education and Training of Adults and the Elderly.

- Learn to prepare a reflective report on the activities of observation and/or intervention.       

Work Placement(s)

No

Syllabus

The organization of observation and/or intervention activities in the host institutions should be based on content and guiding principles, which are discussed in the weekly monitoring and supervision seminar. The programmatic topics cover more specifically:

-Educational and/or training processes in individual and community contexts, throughout adulthood.

-Educational and/or training processes in specific contexts of training and professional development.

-Promotion of citizenship and social and communitarian participation, departing from a life cycle perspective.

-Educational programs and projects for the senior population.

-Specificities of educational intervention aimed at senior people in institutionalization contexts.

-The dimensions of territorialization, intersectionality, transversalization and establishment of partnerships, in the conception, planning, development and evaluation of programs and projects conceived for adult people of diverse ages and their communities. 

Assessment Methods

Assessment
Final Report of OII and Participation and work carried out in the classroom in the context of the Seminar : 100.0%

Bibliography

ANQEP, I.P. (2017). Guia Metodológico de Orientação ao Longo da Vida nos Centros Qualifica. República Portuguesa: ANQEP I. P.

Antunes, F. (2019). Remar Contra as Desigualdades em Educação. Práticas, vozes, percursos. Braga: Edições Humus.

Barros, R. (2013). Educação de Adultos. Conceitos, processos e marcos históricos. Da globalização ao contexto português. Ediçoes Piaget.

Carré, P., & Caspar, P. (2001).Tratado das ciências e técnicas da formação. Instituto Piaget.

Chauvin, C. (2005). Concevoir un stage de formation. ESF.

Comissão das Comunidades Europeias (2020). Política europeia no domínio da educação de adultos. Comissão Europeia.

Findsen, B., Formosa, M. (2011). Lifelong learning in later life. A handbook on older adult learning. Sense Publishers.

Kirkwood, T., & Cooper, C. L. (2014). Well-being in later life. Wiley Blackwell.

Simões, A. (2006). A nova velhice: Um novo público a educar. Ambar.