Class Education and Adult Training

This course focuses on Adult Education and Training (AET), in formal and non-formal learning contexts. Its objectives are to problematize Adult Education and Training and to debate the relationship between this field of knowledge and Social Education, considering the plasticity of the "Human Being" and "Lifelong Learning". Its purpose is to familiarize students with the basic principles of this area of ¿¿knowledge, the socio-historical contexts in which they emerged, as well as the methodologies used. It is intended that students develop knowledge and skills in order to develop abilities that facilitate their committed and professional performance in social contexts involving this field. This course has both a theoretical and a theoretical-practical character.

Not applicable

1. "7 Essential Knowledges for the Education of the Future" (Morin, 2000) 2. The Dialogical and Critical Perspective in Paulo Freire. 2.1 Paulo Freire and Popular Education (Gadotti, 2000) 3. Theories of Adult Education 3.1 The Socioconstructivist Perspective (Vygotsky), Situated Learning and Participation in Social Practice (Lave and Wenger, 1991); 3.2 Pedagogical Work (Marcel Lesne); 3.3 Andragogy vs. Pedagogy (R. Barros, 2018); 3.4 Education for Peace in Times of War (Galtung, 2005) 3.5 An Anthropological and Sociological View of Technologies 3.6 UNESCO Report (2022) 4. Adult Education and Current Issues: Human Rights and the Polarization of Societies, Migration, Consumerism, Xenophobia, Discrimination, Racism, Gender Issues (Feminism and Misogyny), Abuse of Power. 5. Adult Education and Training Policies (Texts by Cavaco, Oliveira Pires, Rossana Barros)

The problems of actuality will be discussed, from beginning, as challenges to be addressed in the present day. Among other problems, the transformation of professional tasks, consumerism, migration, and other current issues will be discussed. Reflections will be carried out using the texts of the recommended authors as a reference, considering the questions and concerns raised by the students. As already mentioned, the intention is to promote research work from the beginning of the unit, allowing for written or other records. The course will operate through theoretical and practical classes, the presentation and reflection on texts, and may also include study visits or other activities that contribute to achieving its objectives. The Moodle platform will be used, where all necessary resources will be available.

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