Experiências e Percursos dos Adultos no Ensino Superior

Code:

E519

Acronym:

EPAES

Instance: 2014/2015 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	23	Official Curricular Structure	3	-	3	-	162

Teaching language

Suitable for English-speaking students

Objectives

1. Knowledge of the theoretical frameworks that allow the understanding of the very diverse experiences and pathways of adults in higher education.

2. Questioning of discourses, policies and practices of welcoming and educating adult students in higher education.

3. Development of knowledge, skills and competences for research and study of this theme.

4. Planning, implementation or analysis of action projects in this specific field.

Learning outcomes and competences

Although all points of the syllabus are intertwined with all and each one of the learning outcomes identified, there is a special relationship between the following contents and objectives:

 

The first learning outcome seeks to meet through the introduction to fields and the concepts proposed in point 1. of the syllabus;

The second goal leads to the approach of contents 2., 3. and 4., since that the deepening of these themes makes possible the emergence of a critical and reasoned perspective on the problem;

The third and fourth outcomes relate to action present in content 5., in the form of a research and/or an intervention.

Working method

Presencial

Program

1. The concepts and the fields

1.1. Adult students in higher education, "new publics" and negative definitions (e.g., "non-traditional adult students")

1.2. Adult education and higher education

1.3. Identity and experience

 

2. Students

2.1. Motivations and expectations, emotions and feelings

2.2. Study and cognitive skills

2.3. Time management and multiplicity of roles and tasks

 

3. Relations

3.1. Peers, families and friends

3.2. The pedagogical relationship, teachers and classes

3.3. The evaluation, the multiple relations with knowledge and the recognition of prior learning

 

4. The higher education institutions and the "new publics"

4.1. Students pathways: access, (in)success, interruption, dropout, inflections

4.2. Institutional cultures, organisation and functioning

4.3. The identity of the adult trainer vs. the identity of the University lecturer

 

5. Horizons of the theme: practice and research in perspective

Mandatory literature

Alheit, P.; The Unwanted Student: Closure tendencies in European universities. The case of Germany., [Consultado em www.ranlhe.dsw.edu.pl/files/Alheit.pdf, em 12.4.2011.], 2011
Amorim, J. P.; Da “abertura” das instituições de ensino superior a “novos públicos”. Tese apresentada à UCP para obtenção do grau de Doutor em Ciências da Educação. Sob orientação do Professor Doutor J. Azevedo e do Professor Doutor J. L. Coimbra, Porto: Universidade Católica Portuguesa., 2013
Andersson, P. & Harris, J.; Re-theorising the Recognition of Prior Learning., Leicester: National Institute of Adult Continuing Education, NIACE., 2010
Finger Matthias; A^educação de adultos numa encruzilhada. ISBN: 972-0-34169-6
Kasworm, C.; Adult meaning making in the undergraduate classroom., Adult Education Quarterly, 53, 2, 81-98., 2003
Richardson, J. T. & King, E.; Adult students in higher education: burden or boon?, Journal of Higher Education, 69, 1, 65-88., 1998
Santos, B. S.; Da Ideia de Universidade à Universidade de Ideias., Revista Crítica de Ciências Sociais, 27/28, 11-62., 1989
Steiner, G.; As lições dos mestres., Lisboa: Gradiva., 2005

Teaching methods and learning activities

Student learning will be promoted using several methods:

1. Recognition: from the beginning, the new learning will be built and consolidated on what students already know, through the recognition of their experiences and pathways in higher education.

2. Lecturing: the theoretical frameworks and the research produced either in Portugal and in other countries will be presented. This exposition of the themes will not be neutral, but critical and guided by the teacher.

3. Autonomous learning: since the quality of learning undertaken by students depends largely on the investment that they make, the invitations to read and analyse the main bibliographical references will be reinforced, in order to confer greater epistemological density to the Forum.

4. Forum: whenever possible, the debate will be preferred, as well as the active participation of the students, the questioning and learning with peers, through group work.

5. Ground work: throughout the curricular unit, students must draw up and develop a research and/or an intervention project, which they will present to the group at the end of the unit.

Even though the learning outcomes and the teaching methodologies are intertwined, because they are oriented towards reinforcing the will to know, there is a very close relationship between lecturing (2., in 6.2.1.7.) and the knowledge of theoretical frameworks (1. in 6.2.1.4.).

Autonomous learning and ground work (3 and 5, respectively, in 6.2.1.7.) bind especially to action outcomes defined in 3. and 4. (cf. 6.2.1.4.).

The Forum (4., in 6.2.1.7.) aims fundamentally the questioning and reflection (2. in 6.2.1.4.).

Finally, the recognition crosses the entire curricular unit. It is an epistemological underpinning, on which is based on the promotion of new learning, but also the production of knowledge by students and their participation in the process of construction of this field of knowledge.

keywords

Social sciences > Educational sciences > Education > Permanent education
Social sciences > Educational sciences > Education > Adult education

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	30,00
Trabalho escrito	70,00
Total:	100,00

Calculation formula of final grade

The evaluation will be made on a scale from 0 to 20, and it will encompass the quality of student participation (30%), as well as the classification of the ground work described in point 5 (70%).