Classes take dynamic character, integrating a combination of exhibitions systematized knowledge and information with critical analysis. This course takes up a space of discovery, experimentation and consolidation of skills domain reflective, critical and practical.
The evaluation will respect the provisions of the Internal Regulation of the School of Education, so that students can choose one of two ways: frequency of assessment or evaluation by examination.
The final exam is presented in the form of written test, without consultation.
The evaluation of frequency consists at an individual test (50% on the final grade) and a group work that consists at the design of a psychoeducational intervention project (50%).
1. Knowing and mastering concepts, fundamentals, values, strategies and practices of Educational Gerontology, as well as areas and intervention contexts.
2. Mastering the concepts and terminology of learning and adult education.
3. Knowing the universe of models and practices of adult education and its objectives intervention. 4t Learn promote lifelong learning and mental stimulation.
5. Mobilize resources in promoting practices based learning and adult education.
6. Organize learning environments for adults that promote autonomy, active participation, critical thinking, creativity and sharing.
7. Knowing, select, implement and review strategies and techniques of adult education elderly, integrating them into the learning process.
8. To design psychoeducational intervention projects.
1. Clarifying concepts: Educational Gerontology, Gerontological Education, Continuing Education, Lifelong life, learning environments, formal, informal and non-formal
2. Conceptions of elderly adults: a critical look at the different perspectives of analysis.
3. Educational needs of older adults
4. The emergence of Critical Educational Gerontology
5. Education as a social tool in maintaining and developing the skills and capabilities of the elderly and their integration in the community
6. Learning, learning models and adult education (andragogy; meaningful learning, experiential learning, group learning, individual differences in learning, self-directed learning, transformative learning, critical and emancipatory learning)
7. Barriers to learning
8. Psychoeducational Intervention
Curricular Unit Teachers
- - exam - 100.0%
- - Individual work - 50.0%
- - group work - 50.0%
Requejo, O.; Pinto, C. (2007). As pessoas idosas. Contexto social e intervenção educativa. Lisboa: Instituto Piaget.
Marcinkiewicz, A. (ed.) (2014). Arround seniors’ memories. The biographical research on the educational paths of european seniors. Wroclaw: Fundacja Pro Scientia Publica.
Lima, M. (2004). Posso participar? Actividades de desenvolvimento pessoal para idosos. Porto: Ambar.
Osório, A. Pinto, F. (2007) (eds.), As Pessoas Idosas: Contexto Social e Intervenção Educativa. Instituto Piaget.
Bermejo García, L. (2005). Gerontología Educativa. Cómo diseñar proyectos educativos con personas mayores. Madrid: Editorial Médica Panamericana
Cook, J. (ed.) (2013). Innovations in activities for the elderly. New York: Routledge. Fernandez-Ballesteros (2009). Gerontología social. Madrid: Ediciones Pirâmide.
Findsen, B; Formosa, M. (2011). Lifelong Learning in Later Life. A Handbook on Older Adult Learning. Rotterdam: Sense Publishers.