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Skills and competences of adult educators: learning experiences with senior citizens

Patrício, Maria Raquel; Osório, António
Fonte: German Institute for Adult Education Publicador: German Institute for Adult Education
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
76.22%
Due to the increasing importance given to lifelong and intergenerational learning, adult educators are taking on new roles and their work is gaining greater impact, especially in a general context of financial and social crisis. Therefore it is important to respond to the educational challenge of an ageing population in Europe and to help in the provision of pathways to improve adults’ knowledge, competences, culture and education. Involving a rich assortment of actors and contexts, adult education has an heterogeneous nature, engaging people, working with adults in exploring issues of intergenerational competence. In addition, such professionals (or volunteers!) ought to identify the competences required for adult education and to find ways in which their performance may be developed. The improvement of these skills and competences will help increasing seniors access and in widening participation and motivation in adult education, thus making the learning experience of adults more relevant, enjoyable and fun. On the one hand, the recognition and feedback given by participants and the experience of working is decisive for the development of specific skills and competences for professionals in the adult learning sector; on the other hand...

Exames para certificação de conclusão de escolaridade: os casos do Encceja e do Enem; Basic adult education exams: Encceja and Enem analysis

Serrao, Luis Felipe Soares
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 26/09/2014 PT
Relevância na Pesquisa
66.14%
Esta dissertação decorre de pesquisa que reuniu e analisou informações sobre o Exame Nacional para Certificação de Competências de Jovens e Adultos (Encceja) e o Exame Nacional do Ensino Médio (Enem) para compreender se e em que medida eles, enquanto modernos programas de avaliação educacional cujos resultados podem ser usados para fins de certificação de conclusão de etapas da educação básica (nos moldes dos antigos exames supletivos), têm se configurado enquanto uma alternativa à educação escolar presencial para conclusão da escolaridade básica, de modo que amplie as oportunidades educacionais para o público da Educação de Jovens e Adultos (EJA). Alternativamente, manteve-se a hipótese auxiliar de que Enem e Encceja funcionariam como mecanismos de ampliação das oportunidades educacionais para parcela importante do público potencialmente demandante da EJA, estivesse ele regularmente atendido no ensino regular/convencional ou fora do alcance de ações educativas tradicionais. À luz da literatura sobre análise de políticas públicas, buscou-se explorar dados sobre diferentes etapas desses dois programas por meio da revisão da literatura sobre estas experiências e outras similares no Brasil, da análise de legislação...

O financiamento da educação de jovens e adultos no periodo de 1996 a 2006 : farelos de migalhas; Financing of young and adult education from 1996 to 2006 : tiny littel bits

Geruza Cristina Meirelles Volpe
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 26/02/2010 PT
Relevância na Pesquisa
66.19%
No Brasil, o axioma da Educação de Jovens e Adultos como direito carece de defesa rigorosa e contumaz dado a escassez de recursos públicos atribuídos à modalidade, o que representa um limite tangível e, por vezes, um obstáculo inamovível ao atendimento das demandas educacionais da população. Nesse sentido, o presente estudo assume como questão norteadora: constituiu o financiamento da Educação de Jovens e Adultos um direito, no interregno 1996 a 2006? Na questão estrutural estão imediatamente imbricadas: Por que financiar a EJA? A quem se destina? Para que? Quem o fez? E como o fez? E, conjunturalmente, relacionada às diretrizes de: a) descentralização do financiamento e dos serviços, vinculada à questão federativa, à divisão de competências e à municipalização da Educação via política de Fundos para seu Financiamento; b) focalização, no fundamental regular (7 a 14 anos), bem como dos "beneficiários" dos programas (os mais jovens e pobres); e c) privatização, traduzida nas parcerias, que moveram a sempre tênue linha limítrofe entre público e privado, e no apelo ao espírito voluntarioso da sociedade civil. Para tanto, uma discussão teórica ampla e abrangente sobre os aspectos econômico-tributários...

O acesso às práticas de letramento digital na educação de jovens e adultos; Access to digital literacy practices in adult education

Viviane Gonçalves Curto
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 13/05/2011 PT
Relevância na Pesquisa
66.19%
Esta pesquisa busca investigar como o letramento digital é abordado na Educação de Jovens e Adultos (EJA). Nos últimos anos, os documentos oficiais e os estudos teóricos do campo pedagógico têm proposto para essa modalidade de ensino uma nova configuração, que confere à EJA a responsabilidade de garantir aos seus alunos não só os conteúdos escolares formais como também o acesso aos bens materiais e sociais que lhes foram negados até então. Compreende-se que o computador e seus recursos constituem um desses bens aos quais os jovens e adultos de grupos periféricos podem ter acesso por intermédio da EJA. Nesta pesquisa, são analisadas as práticas de leitura e escrita realizadas no computador durante algumas aulas de informática ministradas a uma turma da modalidade de ensino em questão. Essas análises baseiam-se na discussão teórica feita na pesquisa que inicialmente apresenta uma contextualização sobre a EJA e sua nova configuração pedagógica. Em seguida, discutem-se os estudos referentes aos multiletramentos e aos letramentos digitais, buscando relacioná-los entre si e com o conceito de inclusão digital. Em um terceiro momento, apresentam-se uma revisão e uma reflexão sobre as pesquisas que tratam da utilização das novas tecnologias da informação e da comunicação (TICs) na educação...

Worldview awareness and adult education /

Maukonen, Bret.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
76.11%
This research derived data from two sets of interviews with 18 participants who were involved in adult education in either a community college or a university. The purpose was to explore their worldview awareness. Through the interviews, the participants shared their understanding of worldview as a term and concept and as something that might be seen to apply in their practice of teaching. The responses indicated that there are three kinds of awareness (noetic, experiential, and integrative) which appeared to develop upon a landscape of constraints and opportunities. Constraints were seen to fall into the 5 broad categories of institutional, circumstantial, self-imposed, other-imposed, and discipline-related constraints. Opportunities for developing awareness were linked to individual experiences and could occur to different extents in many directions, on different occasions, and in different phases of life. Through this research, and in spite of the prevalence of worldview in the human experience, it was foimd that the term and concept have remained on the margins of educational discourse. Consequently, theory, research, and practice have been deprived of a useful and usable concept.

Voices of the Undereducated in Adult Education and Training in Ontario: A Phenomenographic Approach

Maingot, Carolyn A.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
76.06%
This doctoral study was an exploration of the qualitatively different ways in which undereducated adults (at or below a high school level of formal education) reported their experiences of participation in adult education and training (AET) programmes offered by publicly funded school boards or their arms-length affiliate in the province of Ontario. In light of a low participation rate in the Canadian AET system by undereducated adults, the rationale was to examine whether or not AET programmes are meeting the needs of undereducated adults beyond a narrow focus on an instrumental approach associated with human capital development. This study was located in a theoretical framework consisting of (a) learning theory, (b) motivations for participation, (c) general barriers to participation, (d) structural barriers to participation, and (e) transformative learning. The purposive sample consisted of 11 participants between the ages of 18-58 who were drawn from service providers in 4 geographic regions of Ontario. Data collection consisted of (a) demographics, (b) voice recordings from face-to-face participant interviews, (c) participant weekly critical incident reports, and (d) researcher reflexive journal notes. Data were analyzed in accordance with a phenomenographic approach within a constructivist/interpretivist research paradigm. Findings revealed 4 qualitatively different ways in which undereducated adult learners reported their experiences of participation in AET and were reported as the voice of (a) security...

An investigation of the factors that promote and hinder the use of ICT in an Irish adult education and training centre

Irwin, Joanne
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); ul_theses_dissertations; none
Relevância na Pesquisa
76.2%
non-peer-reviewed; Due to the widespread use of Information and Communications Technology (ICT) within all aspects of today’s society, ICT use within all education sectors, including adult education must be encouraged in order to fully prepare learners for employment. This case study examines factors that facilitate and impede the use of ICT within education and identifies factors that are specific to adult education. This study primarily investigates the role of ICT within two adult education programmes, namely the Vocational Training Opportunities Scheme (VTOS) and the Back to Education Initiative (BTEI) within an Adult Education and Training Centre (AETC) in Ireland. Primary research involved observing the eight teachers in the AETC to identify if and how they use ICT within their specific subject area. In addition, questionnaires were disseminated to these teachers and to a random sample of 30 learners, 15 learners from each programme. Alongside this, a semi-structured interview was carried out with the co-ordinators from both of the aforementioned programmes. This study identified a disparity in ICT use across these specific adult education programmes. VTOS teachers and learners have increased ICT funding resulting in increased availability and accessibility of ICT resources. Consequently...

The motivational potential of the use of information and communication technology on adult learners within adult education centres in the North West of Ireland.

McLaughlin, Patricia
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); ul_theses_dissertations; none
Relevância na Pesquisa
66.19%
Non-peer-reviewed; Motivation is an internal compulsion that incites an individual to act in a certain manner and the level of motivation experienced determines the course of their actions. Within an education setting the motivation of a learner may be influenced through their attitude towards a subject, the manner in which it is taught or their desire for recognition of academic achievement. With these factors in mind the purpose of this study was to determine the motivational potential of the use of Information and Communication Technology (ICT) on the adult learners when it is used within adult education in the North West of Ireland. There have been a number of studies conducted relating to the motivation of learners through the use of ICT within primary and secondary education but there is little evidence on its influence on the motivation of adult learners within the adult education sector. A case study approach was used for this study and the case study was conducted within three Adult Education Centres over an eight week time frame. The data collection tools utilised were questionnaires distributed to both teachers and learners to determine their outlook on ICT use within their classrooms; an observation checklist to ascertain the effect of ICT use on the motivational behaviour of learners within a classroom and; interviews with the co-ordinators of two Adult Education Centres were conducted to verify their opinion of how ICT use within their centres influences the motivation of adult learners.

Is Formal Lifelong Learning a Profitable Investment for All of Life? How Age, Education Level, and Flexibility of Provision Affect Rates of Return to Adult Education in Colombia

Sohnesen, Thomas Pave; Blom, Andreas
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
66.21%
Lifelong learning is increasingly being recognized as a primary factor for knowledge diffusion and productivity growth. However, little economic evidence exists on the economic value of lifelong learning for the individual, especially in developing countries. This paper contributes to remedy this shortfall. It investigates one aspect of lifelong learning: returns to formal education across ages. In the absence of long-term longitudinal data, the paper estimates rates of return for simulated re-entry into the education system. The estimations use the method of internal rate of return and are based on observed education-age-earnings profiles from the Colombian national household survey. It finds that rates of return to all levels of education are only slightly smaller for 35 year olds than for young people, thus confirming the profitability of investment in adult education. Tertiary education continues to attract a positive return until late in life, 45-50 years, whereas the economic value of re-entering primary and secondary education is positive up till the age of 40-45. So, formal lifelong learning seems to remain a profitable investment for at least half of life. But lack of part-time work, high tuition fees, and prolonged study time reduce the return. The findings suggest that adult formal education initiatives should focus on the 20 to 40 year olds and be designed flexibly to allow learners to work part time.

State of Adult Education in Russia

Nellemann, Soren; Podolskiy, Oleg; Levin, Victoria
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
66.25%
The aging of the Russian population and the rapid shrinking of its labor force in coming decades will make the human capital each worker contributes increasingly vital for sustaining economic output and growth. While improvements in general education are necessary to build the foundation for a productive future labor force, a broad-based and effective system of adult education can provide second-chance opportunities for current workers to enhance their productivity and lengthen their working lives and for low-skilled immigrants to be integrated into the workforce. How well the Russian Federation addresses these multiple needs at and beyond the workplace will depend on how effective its adult education system is. This study targeting policymakers outlines the problems of Russias growing skills gap, especially the shortage of higher-order cognitive and socio-emotional skills, and examines the current state of adult education.

Educação e literacia: conceções, orientações e práticas em contextos de educação de adultos; Education and literacy: perspectives, guidelines and practices in adult education contexts

Oliveira, Mónica Carina Marques de
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 01/07/2014 POR
Relevância na Pesquisa
66.18%
Tese de doutoramento em Ciências da Educação (ramo do conhecimento em Literacias e Ensino do Português); Com este estudo pretendemos descrever e interpretar conceções, orientações e práticas presentes em cursos de educação e formação de adultos que têm a literacia como objeto. A investigação procurou articular o estudo das conceções, orientações e práticas dos sujeitos envolvidos naquelas ações educativas, das características das próprias ações e das organizações que as promovem, visando esclarecer as formas como nos contextos selecionados são produzidas, reinterpretadas ou reproduzidas formas de entender a literacia na educação dos adultos. Na primeira parte do trabalho buscamos uma clarificação concetual relativa à literacia na educação, realizamos uma revisão de alguns estudos marcantes neste domínio e abordamos questões relacionadas com as transformações gerais ocorridas na educação de adultos, sobretudo em Portugal, designadamente a emergência de novas práticas educativas e a promoção da literacia nesses contextos. Na segunda parte do estudo começamos por dar conta das opções metodológicas que tomámos e que valorizaram métodos dominantemente qualitativos. De seguida...

Die Neue Richtung der Erwachsenenbildung in Thüringen 1919 bis 1933; 'Neue Richtung' of Adult Education in Thuringia from 1919 to 1933

Reimers, Bettina Irina
Fonte: Universität Tübingen Publicador: Universität Tübingen
Tipo: Dissertation; info:eu-repo/semantics/doctoralThesis
DE_DE
Relevância na Pesquisa
66.16%
Gegenstand der Studie ist die praktische Bildungs- und Kulturarbeit des Vereins „Volkshochschule Thüringen“ von seiner Gründung am 25. Februar 1919 bis zu seiner Umwandlung in die „Deutsche Heimatschule Thüringen“ im Jahre 1933. Vorgestellt werden Idee und Gründung des Vereins, Programmatik und Organisationsstruktur sowie die tatsächlich geleistete praktische Bildungsarbeit mit Erwachsenen. In den Blick genommen werden dabei neben den städtischen und ländlichen Abendvolkshochschulen auch die Lebens- und Arbeitsformen in den Volkshochschulheimen Dreißigacker und Jena. Die hier erfolgte freie, d.h. weltanschaulich nicht gebundene Arbeit wird zu den ebenfalls in Thüringen praktizierten Formen der sozialistischen Arbeiterbildung und der national-konservativen respektive national-völkischen „Gesinnungsarbeit“ in Beziehung gesetzt. Anhand der herangezogenen Archivalien wird die seit 1930 verstärkt einsetzende Einflussnahme des nationalsozialistisch geführten Innen- und Volksbildungsministeriums auf den Verein und die Unterwanderung seiner demokratisch verfaßten Arbeit nachgezeichnet. Ein zweiter Teil der historisch-deskriptiven Regionalstudie ist der Darstellung der pädagogischen und kulturellen Praxis vorbehalten. Vorgestellt wird erstens die Kulturarbeit der Volkshochschule Thüringen mit den Bereichen Tanz...

An investigation into the use of digital technology in adult education - how does it affect roles in adult education?

Murphy, Henrietta Clare
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_theses_dissertations
ENG
Relevância na Pesquisa
66.23%
non-peer-reviewed; Adult education and further training in Ire land is currently undergoing reform. The VEC structure is now abolished and it has been rcplaced by Education and Training Boards. Meanwhile digital technology is also being integrated into adult education and bringing about changes of its own. This case study aimed primarily to examinc how thc use of digital tecliiJgy can impact on the roles of those involved ill adult education. In particular, thc focus of the S!!!bl was ~ ro les of adult learocrs, adult educators and likewise adult education management. This research was undertaken at a Further Education Centre (FEC). An online digital lesson on interview ski lls was developed by the research practitioner and a hyperlink provided to the FEC for usc in communications elass by the Post Leaving Certificate (PLC) learners. A random sample group of thirty adult learners. ten from each course, completed the digital lesson. In addition, the participating adult learners complcted an online questionnai re. In conjunction with this research, a focus group discussion took place involving six adult educators from the FEe. Subsequently, the FEC Director participated in a te lephone interview. This study identified that all three groups of participants had specific roles in integrating digital technology at the FEC. The adult learners viewed their role mainly as doing their COUTSCWOrk. However...

The factors affecting the use and integration of information communications technology in an Irish adult education and training centre: a case study approach.

O'Shaughnessy, Kathleen T.
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
76.17%
non-peer-reviewed; ICT use in the classroom is very important to provide the opportunities for adult students to learn in this information communications technology (ICT) age. Studying the barriers to the use of ICT in education may assist teachers to overcome these barriers and have successful integration of ICT in the future. The purpose of this case study was to examine the factors affecting the use and integration of ICT in an Irish Adult Education and Training Centre (AETC). This study investigates the role of ICT in two Adult Education Programmes, the Vocational Training Opportunities Scheme (VTOS) and the Youthreach Programme within an AETC in the South West of Ireland. Both qualitative and quantitative research methodology was utilised in this study. The qualitative research data consisted of seven in-depth interviews with staff and students in the Adult Education and Training Centre. The quantitative research data was gathered with the aid of a questionnaire and class observations. Forty eight questionnaires were completed by staff and students in the Adult Education and Training Centre and five classes were observed. The results of the Case study show the major issues for the VTOS Programme are availability of ICT and the fact that they have no interactive whiteboards available to them. In the Youthreach Programme even though they have full ICT equipment available to them in all their classrooms they do not have full ICT integration. All AETC teachers should attend some kind of professional development training. The author suggests that if these can be addressed this AETC will continue to offer an excellent ICT experience to its adult learners.

Adult education in Portugal : different scenarios and distinct ways of searching for learning and development

Castro, Rui Vieira de; Sancho, Amélia Vitória; Guimarães, Paula
Fonte: Universidade do Algarve Publicador: Universidade do Algarve
Tipo: Conferência ou Objeto de Conferência
Publicado em //2006 ENG
Relevância na Pesquisa
66.13%
This paper follows on from the authors' participation in a project aiming at the characterisation of the practices developed in several European countries called 'Developing Local Learning Centres and Learning Partnerships as Part of Member States Targets for Reaching the Lisbon Goals in the Field of Education and Training. A Study of the Current Situation' (Leiden University, 2005). We now aim to go further as regards the characterisation of the contexts and practices described at the time, seeking to clarify certain issues regarding the history of the organisations involved, the education and training policies either tacitly or explicitly endorsed, the organisational structures adopted and the preferred principles and forms of action. We shall start by pointing out some aspects of adult education policies which have been adopted in the past three decades in Portugal and on the main features and goals of the research; the discussion of the main results make up another part of the paper, which concludes with a review of the main aspects examined.

Building knowledge in youth and adult education (EJA) integrated with vocational education – collective knowledge of a research network; Construindo conhecimento em Educação de Jovens e Adultos (EJA) integrada à educação profissional – saberes coletivos de uma rede de pesquisadores

Machado, Maria Margarida; Alves, Mirian Fábia; Oliveira, João Ferreira de
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em 23/12/2008 POR
Relevância na Pesquisa
66.15%
This study discusses the processes of establishing a network of researchers arising out of the publication of the Public Notice Proeja/Capes/Setec Number 003/2006, setting up a Support Program for Teaching and for Scientific and Technological Research into Vocational Education integrated with Youth and Adult Education – PROEJA, which was constituted by CAPES in partnership with the Secretariat for Professional and Technological Education at Brazil’s Ministry for Education. As a result of this Public Notice, nine research groups were set up around the country. This study focuses on the experience of the group made up of Institutes from Goiás and the Federal District. The methodological emphasis of the study is documental analysis and participative observation. It hopes to strengthen this network of researchers as a reference for the mid-west, deepening its investigations aimed at understanding the concrete relationship between youth and adult education (EJA) and the world of work. In this sense, the collective action for group formation, the creation of formative spaces and the participation of its members in EJA seminars, congresses and forums show that the construction of knowledge and wisdom, based on the experience of students (of Scientific initiation...

Educação de jovens e adultos e educação especial: a (re) invenção da articulação necessária entre as áreas; Youth and adult education and special education: the (re)invention of the necessary articulation between these areas

Haas, Clarissa; Universidade Federal do Rio Grande do Sul
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: info:eu-repo/semantics/article; "Avaliados por pares"; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 29/05/2015 POR
Relevância na Pesquisa
66.15%
http://dx.doi.org/10.5902/198464449038Este estudo exploratório propõe a aproximação entre a Educação Especial e a Educação de Jovens e Adultos, analisando as contribuições que os direcionamentos legais e políticos nacionais acerca da Educação Especial na perspectiva da Educação Inclusiva, as publicações dos Fóruns EJA e a produção acadêmica têm propiciado ao diálogo entre as duas áreas. A imersão teórica e crítica nos “lugares” considerados legítimos para que esse diálogo aconteça foi feita a partir da premissa da EJA no ensino comum, como espaço escolar potencializador para que os jovens e adultos com deficiência desenvolvam seus modos singulares de aprender. A investigação apontou a timidez de estudos com esse viés e a necessidade de ampliar a discussão sobre o Atendimento Educacional Especializado (AEE) para os jovens e adultos com deficiência.  ; This exploratory study proposes the approximation between Youth and Adult Education and Special Education, by analyzing the contributions provided by the national lawful and political guidance about Special Education considering the Inclusion Education perspective. The publications from the Youth and Adult Education Forums and the academic production have brought some dialogue between both areas. The theoretical and critical immersion in “places” considered as legitimate to make this dialogue possible from the premise of Youth and Adult Education being in the regular school as a potentialized space for impaired youths and adults to develop their singular ways of learning. This investigation has pointed out the scarcity of studies within this focus and the need for widening the discussion about the Specialized Education to impaired youths and adults.

Assessing the social value of community based adult education

Power, Martin J.; Neville, Patricia; O'Dwyer, Maria
Fonte: LCEN, LCAES, PAUL Partnership & Limerick Regeneration Agencies Publicador: LCEN, LCAES, PAUL Partnership & Limerick Regeneration Agencies
Tipo: info:eu-repo/semantics/report; all_ul_research
ENG
Relevância na Pesquisa
86.06%
non-peer-reviewed; This research undertook a qualitative study of the social value of community-based adult education in Limerick City. In particular, the research sought to explore the social outcomes of learning for individuals, their families, communities and wider society.

Adult Education in Botanic Gardens: Environmental Awareness Through Horticulture

Peck, Sherry
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
66.25%
An educator who wishes to plan a successful education program for adults must have a sound understanding of the needs and characteristics of the adult learner and the goals and principles of adult education. The ultimate purpose of learning is change, particularly change in behavior. The goals of adult education are individual development and, through this, improvement of society. The desire for growth--self-discovery, self-actualization, maturation--is one of the strongest motivations for an adult who seeks education. Adult learners, both as individuals and as groups, are very different from child learners and must be treated accordingly in the learning situation. Education has long been considered one of the functions of botanic gardens. They are particularly well suited to offer adult education, for several reasons. First, they usually have a number of important resources--a plant collection, a knowledgeable staff, physical facilities for accommodating the public. Second, since large numbers of people today are seeking gardening information, the botanic garden has a ready-made voluntary learner population. Third, a garden is an ideal situation for participatory learning. The education which botanic gardens can offer can be divided into four major areas: general gardening skills; beauty appreciation; self-education or random experiential learning; and environmental education. All four are closely interrelated and lead to sensitization...

Políticas públicas para educação de jovens e adultos no Brasil: a permanente (re)construção da subalternidade – considerações sobre os Programas Brasil Alfabetizado e Fazendo Escola; Public policy for youth and adult education in Brazil: non-commission permanent (re)building – considerations about Literate Brazil and Doing School Programs

Rummert, Sonia Maria; Ventura, Jaqueline Pereira
Fonte: Universidade Federal do Paraná Publicador: Universidade Federal do Paraná
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 23/08/2007 POR
Relevância na Pesquisa
66.14%
A problemática relativa à Educação de Jovens e Adultos (EJA), no âmbito doEstado brasileiro, tem se tornado significativamente mais complexa na últimadécada. Tal complexidade deriva dos processos de correlação de forçasemergentes na atual fase de expansão e consolidação do capital, entre osquais se destaca a implantação de políticas neoliberais que deu origem, porexemplo, à reforma do Estado e às estratégias de reestruturação produtiva. No presente artigo, pretendemos evidenciar que os atuais programas para aEducação de Jovens e Adultos trabalhadores desenvolvidos pelo Ministérioda Educação (MEC) representam rearranjos da mesma lógica que semprepresidiu as políticas para a Educação de Jovens e Adultos no Brasil, a qualconsiste em atender às necessidades de sociabilidade do próprio capital. Destaforma, as políticas educativas com caráter compensatório e aligeirado reiteram,a partir de reordenamentos econômicas dos quais derivam o desempregoestrutural e novas formulações ideológicas centradas no empreendedorismo ena empregabilidade...