Education, Leisure and Animation Leisure

N/A

The methodology will privilege active participation (autonomous work, group work, project work) dialectically combined with multimedia-supported exhibition, as well as, with the use of guided reading and discussion of reference texts, which will favor the presentation of theoretical and methodological conceptualization.
The methodology will establish links with knowledge from other disciplines, as well as other educational activities initiated by students or other institutions/organizations.
The evaluation by attendance integrates the analysis of leisure contexts and the development of methodological conceptions that allowed the debate in the class and the critical and complementary comment of the teacher.
The criteria will be: Participation in classroom work = 10% | Curriculum Enrichment Activities = 10% | Theoretical work = 30% | Project Work = 50%. Assessment by exam covers all syllabus worked in class and project work.

• Be familiar with the components of Pedagogy of Leisure and Leisure

• Knowing educational implications of the sociology of education, leisure and sociology of development.

• Identify the effects of leisure on the education development and welfare of children and young people and the general population.

. Be able to design projects and activities of socioeducational animation, in non-formal and informal and leisure educational contexts, enabling personal development and educogenia communities;

• Learn to organize a pedagogical context in a context of leisure, mobilizing harmoniously, the components of rest, entertainment and development;

• Learn to develop a pedagogy inclusive of different groups and individuals present in socioeducational animation activities;

• Understand the importance of using the techniques of recreational expression  and sports.r    

1. Conceptualization of Free Time, Idleness and Leisure
2. Leisure, Culture and Education
3. Critical Pedagogy of Leisure
4. Education for and for leisure
5. The importance of Play and Leisure for different audiences: Children, adolescents, young adults, adults and the elderly
6. Educational Means and Resources
7. Education and Leisure Contexts

• - Attendance and Participation - 10.0%
• - Synthesis work - 30.0%
• - Curriculum Enrichment Activiites - 10.0%
• - Project - 50.0%

• - Exam - 100.0%

NAO

BACAL, S. (2003). Lazer e o Universo dos Possíveis. São Paulo: Aleph. BORJA SOLÉ, M. (1980) O jogo infantil: organização das ludotecas. Instituto de Apoio à Criança,

GRANERO, Carlos y Lesmes, J. (coord.),(2006). Jovens Y Campamentos de verano. Revista de Estudios de Juventud, n. 72. INJUVE.

DUMAZEDIER, J. (2000). Lazer e Cultura Popular. Editora Perspectiva.

FRANÇA, T. (1999). Educação para e pelo lazer. In: MARCELLINO, N. (1999). Lúdico, educação e educação física. Unijuí, p. 33-47.

GOMES, C. (2008). Lazer, trabalho e educação: relações históricas, questões contemporâneas. Editora UFMG.

MARCELLINO, N.(2000). Estudos do Lazer: uma introdução. Campinas: Aut

PARKER, Stanley, Sociologia do Lazer. Zahar.

PINTO, Graça, (2005). Programa Universitário para Seniores, Edição da Faculdade de Letras da Universidade do Porto.

GAMMON, Sean & ELKINGTON, Sam (2015). Landsciesapes of Leisure. PLAGRAVE MACMILLAN.

VEBLEN, Thorstein (2007). The Theory of The Leisure Class. Oxford University Press.