scholarly journals Sobre um experimento na educação de jovens e adultos: a aprendizagem por meio da construção de fotonovela

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Rodrigo Sychocki Silva ◽  
Carla Angélica Ludwig
Keyword(s):  
Adult Education ◽  
Soap Opera ◽  
Porto Alegre ◽  
Teaching Methodologies ◽  
Guiding Principle ◽  
The Subject ◽  
Educational Debate ◽  
Vector Element

Resumo: O presente trabalho versa sobre o planejamento e execução de uma prática pedagógica envolvendo ludicidade na Educação de Jovens e Adultos (EJA). Via de regra, a ludicidade está relacionada com a educação de crianças. O estudo problematiza tal relação, ao pontuar o lúdico como elemento vetorial na aprendizagem e constituição do sujeito, independente da faixa etária. Dentre as experiências realizadas em uma escola da rede municipal de Porto Alegre, a construção da fotonovela intitulada “Maria Esperança” oportunizou utilizar a ludicidade como princípio orientador. A partir das análises e reflexões sobre o projeto pretende-se contribuir no debate educacional que envolve a EJA e suas consequências na formação dos estudantes. Com a pesquisa foi possível inferir que realizar atividades lúdicas com turmas de EJA, sem recair na infantilização torna-se um recurso a ser utilizado em sala de aula, desde que se considere o contexto no qual está inserido o estudante, suas potencialidades e subjetividades. Palavras-chave: Aprendizagem. Educação de Jovens e Adultos. Metodologias de Ensino. Lúdico. ON AN EXPERIMENT IN YOUTH AND ADULT EDUCATION: THROUGH LEARNING PHOTO SOAP OPERA CONSTRUCTION Abstract: This paper deals with the planning and execution of a pedagogic practice involving playfulness in the Youth and Adult Education (EJA). As a rule, the playfulness is related to the education of children. The study discusses this relationship by pointing playful as a vector element in learning and constitution of the subject, regardless of age. Among the experiments in a municipal school in Porto Alegre, the construction of photo soap opera entitled "Mary Hope" provided an opportunity to use playfulness as a guiding principle. Based on the analysis and reflections about the project, there is the intention to contribute to the educational debate involving the EJA and its consequences in the training of students. Through this research it was possible to infer that performing fun activities with adult education classes, without falling into infantilization becomes a resource to be used in the classroom, since it considers the context in which the student is inserted, their potential and subjectivities. Keywords: Learning. Youth and Adult Education. Teaching methodologies. Playful. 

scholarly journals Tasks and Social Functions of Adult Educationin the Perspective of Learning in Adulthood

2019 ◽  
pp. 117-132
Author(s):  
Zofia Szarota
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Social Functions ◽  
The Subject ◽  
Content Range

The subject of the study are contemporary social functions of adult education included in the context of lifelong learning. I presented their determinants and consequences. These functions are significantly different from those set out by historical socio-economic and cultural circumstances. I present a proposition of a proprietary view of the typology and content range of these functions.

scholarly journals Percepción del profesorado hacia las tendencias metodológicas actuales de Educación Musical TITLE: Teachers’ perception of current methodological trends in Musical Education

2019 ◽  
Vol 0 (16) ◽  
Author(s):  
Unai Martin Garro ◽  
Cristina Arriaga Sanz
Keyword(s):  
Content Analysis ◽  
Current Practice ◽  
Music Teachers ◽  
Teaching Methodologies ◽  
Musical Education ◽  
Current Trends ◽  
Training Courses ◽  
The Subject ◽  
Depth Interviews

Este trabajo pretende desvelar cuál es la percepción del profesorado acerca de la práctica educativa musical, así como describir la metodología que se utiliza en el aula, con el objetivo de identificar los factores que influencian la puesta en práctica de tendencias metodológicas actuales. La información se ha obtenido a través de entrevistas en profundidad tanto al profesorado de Música como a tutores. Se ha realizado un análisis de contenido con la ayuda de un sistema categorial. Los resultados muestran que la asignatura de Música está infravalorada con respecto a las demás y que el profesorado tiene dificultades para implementar las metodológicas actuales. Como conclusión se subraya que existe la necesidad de una implicación de la administración para ofrecer cursos formativos relacionados con este tipo de tendencias, tanto musicales como generales.ABSTRACTThis paper intends to reveal the teachers' perception about the current practice in musical education, and to describe the teaching methodologies used in classroom, with the aim of identifying the factors that influence the implementation of current methodological trends. Information was obtained through in-depth interviews with music teachers and tutors. Data have been classified according to a categories’ system, and a content analysis of these data was performed. The results show that the subject of Music is undervalued compared to other subjects. Also, teachers find difficult to implement current methodological trends. The main conclusion is that there is a need for educational administration’s involvement providing training courses on current trends in teaching methodologies. 

scholarly journals "Többször nekifutottunk, de lepattantunk mindig a közöny miatt"

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Dóra Hangya
Keyword(s):  
Adult Education ◽  
Equal Opportunity ◽  
Further Education ◽  
Reference Points ◽  
Specific Information ◽  
Education Programs ◽  
The Subject ◽  
Open Point ◽  
Structured Questionnaire ◽  
Do So

Az ÚNKP kutatás célja annak vizsgálata, hogy a szakértői nyilvántartásban szereplő felnőttképzési szakértők és programszakértők kötelező továbbképzéseinek moduljai (14/2014. (III. 31.) NGM rendelet) tartalmaznak-e ismereteket a fogyatékossággal élő felnőttek képzésben való részvételének feltételrendszeréről, valamint hogy a felnőttképzési szakértők számára nehézséget okoz-e, ha a felnőttképzési intézmények munkatársai a témát érintő kérdésekkel fordulnak hozzájuk. Előzmény a KJM Alapítvány 2016. évi Phd pályázata keretében lefolytatott kutatás, amely eredményei szerint a válaszadó engedéllyel rendelkező felnőttképzési intézmények 95%-a úgy véli, hogy a felnőttképzési szakértők számára szükséges volna olyan tartalmú továbbképzés biztosítása, mely támpontokkal látja el őket annak érdekében, hogy segíteni tudják őket az egyenlő esélyű hozzáférés biztosításának megteremtésében (n=136). (Hangya, 2016, Hangya, 2017)A kutatás módszere teljes körű mintavételen alapuló félig strukturált kérdőíves lekérdezés. 314 fő válaszolt a kutatás kérdőívére, mely a tisztított minta 41%-a. A szakértők 80%-a jelezte, hogy a kötelező továbbképzések nem tartalmaztak fogyatékosság-specifikus ismereteket. A válaszadó szakértők több mint 90%-a egyetért azzal, hogy szükséges volna ennek pótlása (n=312). 227 fő nem vett még részt ilyen témájú továbbképzésen, de 78%-uk szívesen tenné, amennyiben rendelkezésre állna ilyen (n=227). A válaszadók (n=308) 59,4%-a nem találkozott még olyan kérdésekkel a felnőttképzési intézmények részéről, melyek a fogyatékossággal élő felnőttek egyenlő esélyű hozzáférését érintik, 46,5%-uk számára ez nehézséget jelentene.  84 fő (27%) fogalmazott meg nyitott kérdés keretében a témával kapcsolatban fejlesztési javaslatokat. The aim of the ÚNKP research is the investigation of whether the obligatory further education modules for adult education experts and program experts (14/2014. (III. 31.) NGM regulation) contain information regarding the conditionality for adults living with disabilities participating in education and the level of difficulty for adult education experts to inform colleges from adult education institutions on questions regarding this subject. A precursor is a research conducted within the framework of the 2016 Phd application of the KJM Foundation, according to which 95% of adult education institutions authorized for a response is of the opinion that the provision of a further education program for adult education experts which contains reference points to facilitate the provision of equal opportunity access would be necessary (n=136). (Hangya, 2016, Hangya, 2017)The method of research is a semi-structured questionnaire survey based on comprehensive sampling. 314 persons answered to the research questionnaire, which makes up 41% of the purified sample. 80% of experts indicated a lack of disability-specific information within the obligatory further education programs. More than 90% of respondents agree that supplementation of such information is necessary (n=312). 227 persons did not yet participate in further education programs within this subject, however, 78% would gladly do so if given the opportunity (n=227). 59,4% of respondents (n=308) did not yet encounter questions from adult education institutions regarding the equal access of adults living with disabilities, 46,5% would consider this a difficulty.  84 persons (27%) formulated developmental suggestions regarding the subject within the framework of an open point.

Potentials of Selected Information and Communication Technologies in Adult Education Programmes in Nigeria

2015 ◽  
pp. 34-56 ◽  
Author(s):  
Melvins Enwuvesi Hanachor ◽  
Rex Aduvo Needom
Keyword(s):  
Adult Education ◽  
Staff Development ◽  
Information And Communication Technologies ◽  
Course Design ◽  
Communication Technologies ◽  
Information And Communication ◽  
E Learning ◽  
Computer Based ◽  
The Subject ◽  
Development Course

This chapter evaluated the potentials of selected information and communication technologies in adult education programmes in Nigeria. Infrastructure and funding are among the important issues, but scepticism about the pedagogic value of information and communication technologies and staff development are probably the most challenging. Institutions are grappling with bringing use and funding of e-learning and other computer-based instructional strategies into the mainstream of their organizations, and are beginning to contemplate restructuring to take account of information and communication technologies, in terms of staffing, staff development, course design and student support. Even though studies have captured the imperatives of information and communication technologies in Nigeria's educational system, little is still known about the subject matter in relation to adult education systems in the country. Consequently, this chapter explores and provides the much-needed insight on the subject and the issues that the process raises in the context of adult education in Nigeria.

A Phase of the Struggle for Catholic Education: Manchester and Salford in the Mid-Nineteenth Century

1996 ◽  
Vol 23 (1) ◽  
pp. 107-126 ◽  
Author(s):  
Dominic Savio Hamer
Keyword(s):  
Nineteenth Century ◽  
Elementary Education ◽  
Catholic Education ◽  
National Education ◽  
National System ◽  
Comprehensive View ◽  
The Subject ◽  
Educational Debate ◽  
Historical Journal ◽  
Roman Catholics

Writing in theCambridge Historical Journalin 1956, G.F.A. Best introduced his article on the religious difficulties of national education in England from 1800 to 1870 with the comment ‘the peculiar problems and difficulties in the way of achieving a national system of elementary education in nineteenth-century England [had] long been so obvious and notorious that a new attempt at an objective and comprehensive view must seem surprising and rash.’ He then justified his own article on the grounds that none of the works available did the subject justice because none told the whole story. In giving only fleeting mention to the educational claims of Roman Catholics, however, even Best omitted an essential of the great educational debate that was waged over England for much of the nineteenth century and that in its earlier phases found some of its more powerful voices in Manchester.

The Philosophical Study of Politics

Philosophy ◽  
1939 ◽  
Vol 14 (53) ◽  
pp. 15-23
Author(s):  
W. G. S. Adams
Keyword(s):  
Adult Education ◽  
Philosophical Study ◽  
Wide Acceptance ◽  
The Subject ◽  
Ideas And Institutions

I Venture to take as the subject for our consideration the philosophical study of politics. However imperfect the treatment of such a subject, it seems to me opportune that attention should at this point of time be directed to the question. The study of politics is of increasing importance in the curricula of our universities and in general adult education. There is also the plain fact that we live in times when a deep unrest of spirit and a great variety of experiment challenge ideas and institutions which have received wide acceptance. There has been, in short, a return to politics. It is well that we should consider afresh the value of the study and the methods by which it is studied.

scholarly journals On Security Education in Poland. The Essence and Content of the Subject of Education

2020 ◽  
Vol 5 (2) ◽  
pp. 22-27
Author(s):  
Ilona URYCH
Keyword(s):  
Adult Education ◽  
Research Methods ◽  
Social Groups ◽  
School Education ◽  
Theoretical Research ◽  
Educational Content ◽  
Security Education ◽  
The Subject ◽  
Cognitive Perspectives

The purpose of this article is to highlight the essence and content of teaching this subject, which was introduced in Polish schools on 1 September 2009. To achieve this goal, the importance of education and, specifically, security education is discussed. The essence of security education is then presented, and it replacing the currently implemented defense adaptation is explained. Subsequently, the educational content of security education was discussed. The aim of the study was based on theoretical research methods such as analysis, synthesis, comparison, and inference.The conclusion encourages further reflection on this subject because education is an important area for ensuring security; hence, education in security from pre-school education to adult education can be found in Polish education. The tendency toward change testifies to broader cognitive perspectives, especially in the area of personnel and structural security of individuals and social groups. It also testifies to the understanding of the essence and importance of education itself.

scholarly journals Docência compartilhada: estratégia didática para a educação de adolescentes, jovens e adultos do município de Goiânia (GO)

2016 ◽  
Vol 6 (1) ◽  
pp. 38
Author(s):  
Fabíola Correia de Souza Araújo Moreira ◽  
Marilda Shuvartz
Keyword(s):  
Adult Education ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Law ◽  
Education Students ◽  
National Education ◽  
De Se ◽  
The Subject ◽  
Differentiated Learning ◽  
Teaching Situations

A Educação de Jovens e Adultos (EJA), modalidade de educação amparada pela Lei de Diretrizes e Bases da Educação Nacional (Lei 9394/96 – LDB), há muito, vem sendo negligenciada em sua elaboração, visto que não é privilegiada de políticas públicas educacionais brasileiras. São notórios, nas características desta modalidade, aspectos pedagógicos específicos, para que o sujeito trabalhador alcance um aprendizado significativo durante sua estada na escola. Para isso é importante que os professores estejam preparados para situações pedagógicas nunca antes vivenciadas, com formação específica para esse público. Faz-se necessário, também, que o professor adote posturas e práticas pedagógicas capazes de proporcionar esse aprendizado. O presente artigo relata uma experiência pedagógica possível para os sujeitos da EJA, a docência compartilhada. Nessa proposta, dois professores compartilharam seus planejamentos e conteúdos, proporcionando uma (re)significação de suas práticas pedagógicas, viabilizando a inclusão dos alunos da EJA. As áreas de Ciências da Natureza e Ciências Humanas direcionaram uma pedagogia diferenciada, demonstrando as possibilidades de se alcançar um aprendizado significativo na EJA, em uma escola municipal de Goiânia.Palavras-chave: EJA; Docência compartilhada; Pedagogia diferenciada; Experiência didática. ABSTRACT: The Youth and Adult Education (EJA), type of education supported by the Law of Guidelines and Bases of National Education (Law 9394/96 - LDB) long, has been neglected in its preparation, as it is not privileged public policy Brazilian educational. Are notorious, the characteristics of this type, specific pedagogical aspects, so that the subject worker reach a significant learning during their stay at school. For this it is important that teachers are prepared for teaching situations never before experienced, specially trained for this audience. It is necessary also that the teacher adopt attitudes and teaching practices to provide this learning. This article reports a possible educational experience for the subjects of the EJA, shared teaching. In this proposal, two teachers shared their plans and content, providing (re) signification of their teaching practices, enabling the inclusion of adult education students. Areas of Natural Sciences and Humanities directed a differentiated pedagogy, demonstrating the possibilities of achieving a significant learning in adult education in a municipal school in Goiânia.Keywords: Adult education; Shared teaching; Differentiated learning; Teaching experience.

scholarly journals AUDITORY VS VISUAL STRATEGIES AMONG KURDISH LEARNERS OF ENGLISH LANGUAGE

2020 ◽  
Vol 4 (1) ◽  
pp. 63-74
Author(s):  
Areen Ahmed Muhammed
Keyword(s):  
English Language ◽  
Middle Eastern ◽  
Far East ◽  
Teaching Styles ◽  
Subject Area ◽  
Asian Countries ◽  
Teaching Methodologies ◽  
Efl Learners ◽  
The Subject ◽  
The Common

When it comes to the case of Kurdish universities regarding teaching styles and methodologies plenty of obstacles and barriers anyone can face not only due to the low level of the majority of the students; but also other factors like religion, interest, grading system, and most importantly low number of references on the subjects area can be the core cause of the issue. One of those points which drove the researcher to write on the common issue was due to the reason that the researcher could not find enough and adequate sources on the subject area; hence, the researcher tried to enrich the referencing system of Kurdish studies of English language in one hand and provide and broaden the horizon of other nationalities regarding Kurdish EFL learners of English and in English taught programs. As a matter of fact, through decades many scholars have been conducting studies on different teaching methodologies and they provided up to four different styles of language teaching. Apart from that, many other linguists enlightened their studies on Far East Asian countries or European. Even if some Middle Eastern studies were taken into consideration; but still, none can be found in the case of Kurdish university students. The current paper was conducted on English department of Charmo University with a total number of 34 participants from three different stages. 

scholarly journals 225 SURVEY OF PLANT MATERIALS INSTRUCTORS

HortScience ◽  
1994 ◽  
Vol 29 (5) ◽  
pp. 461f-461
Author(s):  
Alex X. Niemiera ◽  
Carol E. Leda
Keyword(s):  
Ornamental Plants ◽  
Plant Identification ◽  
Plant Materials ◽  
Teaching Methodologies ◽  
Cultural Aspects ◽  
Landscape Plants ◽  
Primary Teaching ◽  
Landscape Value ◽  
Foliage Plant ◽  
The Subject

A survey to determine teaching methodologies for plant material courses was conducted. A total of 120 surveys was sent to horticulture programs at U.S. universities and colleges. Thirty-nine, 22, and 8 respondents taught a woody plant (W), a herbaceous perennial (HP)/annual (A) course, and a foliage plant course, respectively; 21 respondents taught a combination of theses courses. The following similarities were noted for W and HP/A: 1) about 190 species per Semester were presented usually in a taxonomic order using slides as the primary teaching medium for lecture, 2) the most common student complaint was too much work and memorization, 3) the most common student compliment was the practical and useful nature of the subject matter, 4) in order of importance, plant identification, landscape value, and plant cultural aspects were emphasized. For W and HP/A, 93% and 65% of plants, respectively, were presented as landscape and arboreta specimens. Seventy percent of W courses used Dirr's Manual of Woody Landscape Plants; 58% and 10% of HP/A courses used Still's Manual of Herbaceous Ornamental Plants and Taylor's Guides, respectively.

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