Educational Gerentology

N/A

Teaching and learning methodologies assume an active, participatory and dynamic character, integrating a combination of systematized information presentations with critical analyses; research work and critically based reflection; presentations of work; discussion of cases, and debates, among other diversified activities.
For its assessment, students choose one of the following modalities: continuous assessment or examination.
Continuous assessment includes the quality of the contribution of individual participation in activities within the curricular unit (50%) and the development of group work (50%): work plan (10%); written work (25%); presentation and discussion (15%).
The assessment by exam is presented in the form of a written test (100%)

1. Understanding concepts, fundamentals, values, models, strategies, and practices of Educational Gerontology, as well as areas and contexts of intervention.
2. Mobilize resources to promote well-founded lifelong learning and adult education practices.
3. Organize learning environments for adults that respond to diversity and promote mental stimulation, empowerment, autonomy, active participation, critical reflection, creativity, and intergenerationally.
4. Foster the building of age-friendly communities, through collaborative work with older people, local authorities, and community organizations.
5. Promote learning opportunities for preparation and adaptation to the transitional stages of life, contributing to the development, health, well-being, and inclusion of the elderly.
6. Develop a critical analysis that can contribute to the innovation and improvement of educational gerontology policies and practices, in Portugal and in the world.

1. The elderly people: Their needs and educational potential
2. The contribution of education to the development, health, well-being and inclusion of elderly people.
3. Collaborative construction of elder-friendly communities.
4. Concepts, models and learning strategies and Educational Gerontology.
5. The emergence of Critical Educational Gerontology
6. Areas, contexts, principles, policies, objectives and intervention practices of Educational Gerontology.
7. Critical analysis of policies and practices of Educational Gerontology. Portuguese reality and international perspective. Contributions to innovation.

• - Individual and/or Group Work - 60.0%
• - Attendance and Participation - 40.0%

• - Exam - 100.0%

NAO

Bermejo, L. (2005). Gerontología Educativa. Cómo diseñar proyectos educativos con personas mayores. Madrid: Médica Panamericana.
CNE (2020). Educação de Adultos: Ninguém pode ficar para trás. Lisboa: CNE.
Findsen, B. & Formosa, M. (2011). Lifelong Learning in Later Life. A Handbook on Older Adult Learning. Rotterdam: Sense.
Martins, E. (2013). Gerontologia & Gerontagogia e Animação Sociocultural em Idosos. Lisboa: Cáritas.
Melo, A., Lima, L. & Guimarães, P. (2021). Actualidade da Educação Permanente, Lisboa: APCEP
Silva, S., et al. (2015). Ambientes amigos das pessoas idosas…In J. Pereira, M. Lopes, & T. Rodrigues (Coords.), Animação Sociocultural, Gerontologia, Educação Intergeracional (pp. 201-210). Chaves: Intervenção.
Soeiro, D., & Parreiral, S. (2018). Case Study Letters for Life, Portugal. UNESCO, ILL.
UNESCO. (2022). 5th Global Report on Adult Learning and Education. Citizenship education: Empowering adults for change. ILL. Hamburg