Project

Recommended Prerequisites

Theorectical, methodological and praxiological scientific knowledge, as well as competences of oral communication and academic writing, defined as learning outcomes of the 1st academic year.  

Teaching Methods

The master's final work pressupposes the development of the competencies expressed via an autonomous work of the master's students, properly supervised by PhD professors. Through this continuous supervised work the Master students become also prepared to move towards more complex forms of research work (as those required by the 3rd cycle), as well as prepared to elaborate duly substantiated reports about the themes inherent to adult education and training and community intervention.

Learning Outcomes

The aim of this unit is to provide guidance to the students in designing and structuring the project.

The student should demonstrate appropriate working skills, innovation, autonomy, critical thinking and the ability to articulate theoretical and empirical knowledge, thus carrying out an original and relevant work, with the respective academic writing, contributing to problem solving in the context in which the project will be developed. A systemic approach to social and community functioning, as well as the principles of adult learning, whatever their age, is valued in the development of projects. 

Work Placement(s)

No

Syllabus

- General principles of the organization of projects involving adult people, taking into account their personal and sociological specificities, as well as their life contexts.

- Evaluation of the feasibility of projects according to specific criteria, such as the objectives outlined, the available resources and the expected duration.

- Cooperative and participatory approaches in the design and development of projects in the area of adult education.

- Participation and dialogue as axes of work organisation in the design of projects for adult participants.

- Specificities of adult education and community intervention in the design and evaluation of projects.

- Potential ethical issues involved in the implementation of projects designed for adult people with some vulnerability.

- The importance of partnerships and the systemic vision of social functioning in the design of projects involving adult people, at any stage of the lifecycle.

Head Lecturer(s)

Albertina Lima Oliveira

Assessment Methods

Assessment
Assessment of the project will be carried out through the respective report discussed in a public jury.: 100.0%

Bibliography

Caffarella,R. S.(2013).Planning programs for adult learners:A comprehensive guide.Jossey-Bass Publ.

Ehrström, P.(2020).Planning with people. In E. Lucio-Villegas, B. Merrill, M. Milana, & H. S. Olesen, Research on the Education and Learning of Adults (pp. 203-214).Brill Sense.

Grummell, B., & Finnegan Doing, F.(2020)(Eds.).Critical and Creative Research in Adult Educ: Case Studies in Methodology and Theory.Brill Sense.

Oliveira,A.L., & Amaral,M.A.F.(2019).A educação de adultos na sociedade contemporânea:Perfil de competências do educador.Educação, 44,1-22.

Soares, M. P., & Melo, A.(2021).O desenvolv local como processo educativo. In A. Melo, L. C., Lima & P. Guimarães (Orgs.), Actualidade da educação permanente (pp. 213-235). APCEP.

Vieira, C. C.(Coord.)(2022).Temas, Contextos e Desafios da Investigação Qualitativa em Educação.Imp UC.

Villas-Boas, S., Oliveira, A. L.,Ramos, N., & Montero, I.(2015). Elaboração de programas intergeracionais. Educação, Sociedade & Culturas, 44, 31-47.