Base Knowledge
N/A
Teaching Methodologies
The construction of knowledge focuses on the principles of participation and committed involvement in the construction of learning. Bearing these principles in mind, the chosen approach, which is based on dialogue and critical reflection on the phenomenon of Lifelong Education and associated issues, implies the adoption of participatory, collaborative, and reflexive methodologies for the construction of knowledge, namely in the work/individual and group tasks defined, performed and shared.
As for assessment, students can choose between continuous assessment or assessment by exam.
Continuous assessment includes the quality of the contribution of individual participation in activities within the course unit (50%) and the development of individual work (50%: written work – 25% and presentation and discussion – 25%).
The assessment by exam is presented in the form of a written test (100%).
Learning Results
1. Reflect critically on concepts, foundations, values, models, strategies, policies and practices of Lifelong Learning and Education.
2. Recognize that learning takes place throughout the life cycle of the person and in diverse contexts.
3. Develop a holistic and contextual conception of education, learning and human development.
4. Understand the evolution of the information and knowledge society and its relationship to education and training throughout life.
5. Reflect on the cultural, economic and social transformations resulting from the expansion of technology and the media and understand the educational principles that underpin the transformative lifelong education
6. Reflect on the principles of human educability.
7. Recognize the specificity and importance for the development of learning in formal, non-formal and informal education contexts.
Program
1. Education, Lifelong Learning and Development.
1.1. Formal, Non-formal, and Informal Education.
1.2. Permanent Education, Lifelong Education, Lifelong Learning, and Life Skills.
1.3. Information Society, Knowledge Society, Learning Society.
2. Lifelong Learning: Challenges for Society, Communities, Organizations, and People.
2.1. Education and school in the context of the Knowledge Society.
2.2. Education and professional training.
2.3. Community education and community development
3. Transformative Education: Community Spaces and the Promotion of Participation and Social Transformation.
3.1. Lifelong Education and quality of life.
3.2. Learning communities: thinking globally, acting locally.
3.3. From representative democracy to participatory democracy.
Curricular Unit Teachers
Grading Methods
- - Exam - 100.0%
- - Individual and/or Group Work - 50.0%
- - Attendance and Participation - 50.0%
Internship(s)
NAO
Bibliography
CES (2019). Aprendizagem ao Longo da Vida: Estratégias e Experiências. Coimbra: Almedina.
CNE (2021). Estado da Educação 2020. Lisboa: CNE.
CNE (2020). Educação de Adultos: Ninguém pode ficar para trás. Lisboa: CNE.
CCE (2000). Memorando sobre ALV. Bruxelas: CCE.
Lima, L. C. (2007). Educação ao longo da vida: entre a mão direita e a mão esquerda de Miró. São Paulo: Cortez.
Melo, A., Lima, L. & Guimarães, P. (2021). Actualidade da Educação Permanente, Lisboa: APCEP.
OECD (2020). Strengthening Quality. Assurance Adult Education and Training in Portugal. Implementation Guidance. Paris: OECD.
OECD (2018). The future of education and skills: Education 2030. The Future we want. Paris: OECD.
Soeiro, D., & Parreiral, S. (2018). Case Study Letters for Life, Portugal. ILL, UNESCO.
UNESCO (2022). 5th Global Report on Adult Learning and Education. Citizenship education: Empowering adults for change. ILL. Hamburg: UNESCO.
UNESCO (2022). Making LLL a Reality: A Handbook. ILL. Hamburg: UNESCO