scholarly journals A importância da leitura na educação de jovens e adultos: de que tipo de leitura estamos falando?

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Ivonete De Souza Susmickat Aguiar ◽  
Nair Floresta Andrade Neta
Keyword(s):  
Adult Education ◽  
Adult Learner ◽  
Semantic Content ◽  
Social Practices ◽  
Cultural Practice ◽  
Critical Reading ◽  
Adult Individual ◽  
Education School

Resumo: Este artigo discute a importância da leitura na Educação de Jovens e Adultos (EJA), a partir de trabalhos de Freire (2005), Meurer (2000), Silva (1984), Solé (1998), Yunes (1995), dentre outros autores. Nesse estudo bibliográfico, a leitura é entendida como um direito do educando jovem e adulto e como uma prática cultural complexa e plural capaz, quando não circunscrita ao conteúdo semântico do texto, de possibilitar a esse sujeito uma compreensão mais independente dos mais variados textos que circulam socialmente e das relações que esses textos, entendidos como formas materializadas de linguagem, estabelecem com as práticas sociais vigentes. Como resultado da discussão tecida, destacamos três atitudes importantes que devem permear o trabalho com a leitura na EJA, de modo a colaborar com a formação crítica do sujeito-leitor jovem e adulto. Palavras-chave: Educação de Jovens e Adultos. Escola. Leitura crítica. THE IMPORTANCE OF READING IN THE YOUTH AND ADULT EDUCATION: WHAT KIND OF READING ARE WE TALKING ABOUT? Abstract: This article discusses the importance of reading in the Youth and Adult Education (EJA), starting from Freire's work (2005), Meurer (2000), Silva (1984), Solé (1998), Yunes (1995), among other authors. In this bibliographical study, reading is understood as a right of the juvenile and adult learner and as a complex and plural cultural practice, that is able, when not limited to the semantic content of the text, of making it possible for this individual a more independent understanding of various texts circulating socially and of the relationships that these texts, understood as language materialized forms, establish with the current social practices. As a result of the presented discussion, we highlight three important actions that should permeate the work with reading in the EJA, in order to collaborate with the critical learning of the Juvenile and Adult individual-reader. Keywords: Youth and Adult Education. School. Critical reading. 

Drama in Education and Self-Directed Learning for Adults

2011 ◽  
Vol 17 (2) ◽  
pp. 64-79
Author(s):  
Athina A. Karavoltsou ◽  
Carmel O'Sullivan
Keyword(s):  
Adult Education ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Drama In Education ◽  
The Arts ◽  
Education School ◽  
Shared Authority ◽  
Directed Learning ◽  
Motivation To Participate ◽  
Second Chance

Drama in Education (DIE), as an artistic and educational experience, is sufficiently evidenced in the literature as a dialogical, liberating practice of education. This article discusses a practitioner research project in a second chance adult education school in Greece, where the use of a DIE teaching and learning approach was explored in an environmental adult education module. Self-directed learning in this study referred to learner-control and was used to uncover how power relations are constructed through the micro-politics of the classroom. The primary aim of the study was to establish whether the use of a DIE approach could enhance learners' motivation to participate in classroom choices and decisions, and thus take greater control and responsibility for their own learning process. The results indicate that resistance occurred when the teacher delegated greater responsibility than the learners were equipped to handle. The article concludes by advocating an educational encounter of shared authority and vulnerability between teacher and learners when working in and through the arts.

scholarly journals EUROPEAN DIMENSIONS OF ADULT EDUCATION POLICY

2020 ◽  
pp. 22-26
Author(s):  
Olena Ogienko
Keyword(s):  
Adult Education ◽  
Education Policy ◽  
Policy Formation ◽  
European Countries ◽  
Educational Systems ◽  
Education Systems ◽  
Adult Individual ◽  
European Dimension ◽  
Key Factor ◽  
Economy And Education

The article defines and analyzes the leading factors, mechanisms and tendencies of the Eu-ropean adult education policy formation. It is determined that the leading factors of the European adult edu-cation area formation are processes of globalization, integration, democratization, and informatization. It has been revealed that international conferences on adult education (CONFITEA) have a special significance in shaping the strategy for the development of adult education. International and European documents and programs are the main mechanisms for the implementation of European education policy. It has been shown that although European documents on the development and functioning of adult education systems are advi-sory, each country has an opportunity to relate them to national traditions and adapt to their needs. The trends in the context of the European adult education area formation are identified, which include: the grad-ual transformation of adult education into a key factor of sustainable economic and social development in European countries; strengthening of the European dimension and integration of educational systems; con-vergence in adult education, which provides «mitigation» of the influence of megatrends and the develop-ment of mechanisms for the preservation of the national component and national specificity of adult educa-tion systems; glocalization which enables to optimally harmonize the global and national needs for ensuring the competitiveness of the national economy and education; complementarity, harmonious coherence of adult education systems in European countries. It is shown that the European dimension in national educa-tion policy is able to provide an adult individual with equal opportunities and competitiveness in the Europe-an labour market. Therefore, it is advisable to form the Ukrainian education policy in the field of adult educa-tion in accordance with European approaches that should be considered as a necessary measure which is able of responding to current challenges and ensuring the entry into a single European educational space.

scholarly journals AS CAUSAS DA EVASÃO ESCOLAR: estudo de caso de uma escola pública de Ensino Fundamental no município de Acará – PA

2017 ◽  
Vol 2 (6) ◽  
pp. 367
Author(s):  
Marcos Jonatas Damasceno da Silva
Keyword(s):  
Elementary School ◽  
Adult Education ◽  
Primary Education ◽  
School Year ◽  
Early School ◽  
The Family ◽  
Education School ◽  
Educación Primaria ◽  
The City

A educação brasileira apresenta diversos problemas e um dos que mais aflige a escola no Brasil é a evasão, uma vez que todo ano é grande o número de alunos que iniciam o ano letivo e não o concluem por diversos motivos. Este trabalho tem como objetivo identificar quais os principais motivos que levaram os alunos de quatro turmas da modalidade Educação de Jovens e Adultos (EJA) do Ensino Fundamental de uma escola pública no município de Acará, no estado do Pará, a não concluírem o ano letivo de 2015. Nesse sentido, foi realizada uma pesquisa nas quatro turmas, a saber: 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 e 4ª Etapa 02. Esta pesquisa foi feita com universo de 50 alunos evadidos. Os resultados demonstraram que, para 34% dos alunos entrevistados, a necessidade de trabalhar foi o motivo para não concluírem o ano letivo de 2015; para 26% o motivo foi a falta de professores devido às greves da categoria; para outros 26%, foi a falta de interesse do próprio aluno em dar continuidade aos estudos e, para 14% dos discentes, não concluíram o ano letivo devido às dificuldades em acompanhar os conteúdos ministrados pelos professores. Desse modo, esforços são necessários no tratamento deste problema que não pode mais ficar restrito à sala de aula e ao professor, mas deve ser compartilhado para que assim se possa reduzir o abandono escolar, através da atuação conjunta do Estado, da família, do aluno e do corpo docente.Palavras-chave: Educação Brasileira; Educação de Jovens e Adultos; Abandono Escolar.THE CAUSES OF SCHOOL EVASION: a case study of a public elementary school in the city of Acará – PAABSTRACTBrazilian education presents several problems and one of the most afflicting school in Brazil is truancy, as every year, in our schools, a large number of students who start the school year and not conclude for several reasons. This study aims to identify the main reasons students from four classes of the sport Youth and Adult Education (EJA) of primary education in a public school in the municipality of Acará, in Pará state, not to complete the school year 2015. In this sense, a survey in the four groups was held, namely 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 e 4ª Etapa 02. This survey was conducted with 50 students escaped universe. The results showed that 34% of interviewed students, the need to work was the reason for not finishing the school year 2015; to 26% the reason was the lack of proper teachers strikes category; for another 26%, was the lack of interest of the students themselves to give continuity to studies and 14% of students, the cause for not having completed the school year were the difficulties in following the content taught by teachers. Thus, efforts are needed in the treatment of this problem can no longer be restricted to the classroom and the teacher, but should be shared so that it can reduce early school leaving through the joint efforts of the state, the family, the student and faculty.Keywords: Brazilian Education; Youth and Adult Education; School Drop-out.LAS CAUSAS DE LA DESERCIÓN ESCOLAR: un estudio de caso de una escuela pública en la escuela primaria en el municipio de Acará – PARESUMENLa educación brasileña presenta varios problemas y uno que más afecta a la escuela en Brasil es el absentismo escolar, como todos los años, en nuestras escuelas, un gran número de estudiantes que comienzan el año escolar y no concluye por varias razones. Este estudio tiene como objetivo identificar las principales razones por las cuales los estudiantes de cuatro clases de este deporte Educación de los Jóvenes y Adultos (EJA) de la educación primaria en una escuela pública en el municipio de Acará, en el estado de Pará, no completar el año escolar 2015. En este sentido, se llevó a cabo una encuesta en los cuatro grupos, a saber, 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 y 4ª Etapa 02. Esta encuesta se realizó con 50 estudiantes escaparon universo. Los resultados mostraron que el 34% de los estudiantes entrevistados, la necesidad de trabajo fue la razón por no haber terminado el año escolar 2015; al 26% la razón fue la falta de maestros adecuados golpea la categoría; otro 26%, fue la falta de interés de los propios estudiantes para dar continuidad a los estudios y el 14% de los estudiantes, la causa por no haber completado el ciclo escolar fueron las dificultades en el seguimiento de los contenidos impartidos por los profesores. Por lo tanto, se necesitan esfuerzos en el tratamiento de este problema ya no puede limitarse a la clase y el profesor, pero deben compartirse de manera que pueda reducir el abandono escolar a través de los esfuerzos conjuntos del estado, la familia, el estudiante y la facultad.Palabras clave: Educación brasileña; Educación de los Jóvenes y Adultos; Abandono Escolar.

The Adult Learner in Higher Education

2021 ◽  
pp. 34-47
Author(s):  
Sumitra Balakrishnan
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Learner ◽  
Classroom Environments ◽  
Theoretical Approaches ◽  
Behavioral Features ◽  
Learning Programs ◽  
Life Circumstances

Researchers and practitioners have come to understand adult learners as unique and different from child learners, and have developed different theoretical approaches, methodologies, and strategies attuned to their educational needs and life circumstances. This chapter examines the factors that impact the effectiveness of adult learning programs and classroom environments by using perspectives of education theorists. The needs of the adult learner, advantages of teaching adults, and principles that can be followed are explored with the help of Knowles' andragogy model. The importance of the classroom's eco-behavioral features—their physical and emotional environments—along with other factors that effectively facilitate the process of adult education are discussed. In this context, an adaptation of Astin's I-E-O's model is proposed to deepen the understanding of adult learning programs.

scholarly journals Contextos, perguntas, respostas: o que há de novo na educação de jovens e adultos?

2013 ◽  
Vol 21 ◽  
pp. 69
Author(s):  
Sandra Regina Sales ◽  
Jane Paiva
Keyword(s):  
Adult Education ◽  
De Novo ◽  
Social Practices ◽  
Special Issue ◽  
The Face ◽  
Permanent Formation

This article discusses a set of provocative questions emerging from the articles received for this special issue on youth and adult education, and how researchers have been answering them. These are reflections on the meaning of learning of youth and adults in the face of the complexity of contemporary demands, which transformed traditional meanings of learning as well as the ways a diversity of young and adult subjects learn in social practices, including the condition of workers in permanent formation. The analysis shows experiences of diverse time-spaces, identities, languages, and ways of seeing reality towards the constitution and attribution of senses and understandings of a world. In these diverse experiences contacts are interweaved, nets are formed, ideas are spread and bonds are created in the dialogue among researchers working in the field of youth and adult education in three continents.

Prominent Themes in International Andragogy Around the Globe

2021 ◽  
pp. 207-224
Keyword(s):  
Adult Education ◽  
Adult Learner ◽  
Historical Background ◽  
European Perspective ◽  
American Perspective ◽  
Education Field ◽  
Learner Needs

Reconfiguring many hundreds of historical and philosophical andragogy documents in this research into six major themes was a formidable but worthy task. In short, Theme 1 included Draper's outlining a worldwide historical background on andragogy; Theme 2 emphasizes Savicevic's panoramic sweep of andragogy's development in the European setting; Theme 3 presents a comparison of Savicevic's European perspective and Knowles' American perspective; Theme 4 garners Newman's view of Knowles process for effectively identifying adult learner needs; Theme 5 offers Ingalls' idea of using andragogy in corporations; and Theme 6 supports Biao's contention that only andragogues teach andragogy. Knowles' presentation declared andragogy as a ‘breakthrough' in the adult education field. Draper offered an overview of historical forces influencing the origin and use of the term ‘andragogy'. Henschke and Savicevic bring together ancient sources that are antecedent developments of andragogy.

The Adult Learner in Higher Education

2020 ◽  
pp. 250-263
Author(s):  
Sumitra Balakrishnan
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Learner ◽  
Classroom Environments ◽  
Theoretical Approaches ◽  
Behavioral Features ◽  
Learning Programs ◽  
Life Circumstances

Researchers and practitioners have come to understand adult learners as unique and different from child learners, and have developed different theoretical approaches, methodologies, and strategies attuned to their educational needs and life circumstances. This chapter examines the factors that impact the effectiveness of adult learning programs and classroom environments by using perspectives of education theorists. The needs of the adult learner, advantages of teaching adults, and principles that can be followed are explored with the help of Knowles' andragogy model. The importance of the classroom's eco-behavioral features—their physical and emotional environments—along with other factors that effectively facilitate the process of adult education are discussed. In this context, an adaptation of Astin's I-E-O's model is proposed to deepen the understanding of adult learning programs.

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