Intergenerational Dialogues, Education and Challenges of Contemporary Societies

Code:

OP129

Acronym:

DIEDSC

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2022/2023 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	16	Official Curricular Structure	1	-	6	49	162

Teaching language

Portuguese

Objectives

The increase in life expectancy, the very strong technological development in the last three decades and the structural and subjective changes underlying the transformations of modern societies have increased the distance between generations and qualitatively reconfigured it, with an impact on forms of communication and cultural reproduction and production. . This situation is felt in different contexts of life (eg in families), in education (eg in schools) and in professional work (eg in the new forms taken by employment). In all cases, it is the conditions of socialization and its main actors that are strongly questioned, appealing to creative intentionality in promoting intergenerational dialogue.
GOALS
Reflect on the conditions of intergenerational dialogue
Know the research already developed within the scope of intergenerational dialogue
Map projects and initiatives developed in different contexts
Explore the possibilities of creating and developing the promotion of intergenerational dialogue

Learning outcomes and competences

LEARNING OUTCOMES AND COMPETENCES
Identify factors that contribute to the generational gap in different contexts
Elaborate research synthesis on factors that contribute to the promotion of intergenerational dialogue in the field of education
Develop a cartography of practical experiences already developed to promote intergenerational dialogue
Develop an intergenerational dialogue project and evaluate its effects
Display the product of the work performed
Skills
Implementation of intergenerational projects in educational contexts
Development of research projects on intergenerational dialogues

Working method

B-learning

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Degree in Educational Sciences, in Teaching or in Social Sciences

Program

The crisis of intergenerational dialogue: factors and configurations
Promotion of intergenerational dialogue : conditions and possibilities
Characteristics of current research in the field of intergenerational dialogue
Biographical-narrative research and its possibilities for the study and promotion of intergenerational dialogue
Intergenerational dialogues in practice: Study of experiences and projects
Intergenerational dialogues in practice: project creation and development

Mandatory literature

Ferreira, Isabel; Ferreira, Isabel (2019). Educação intergeracional como estratégia de promoção do envelhecimento ativo: Análise de necessidades de uma comunidade local, enquanto via fundamentadora de projetos relevantes e sustentáveis. Coimbra: Universidade de Coimbra. (Tese d
Mouraz, Ana, Lopes, Amélia, Morgado, José Carlos, Monteiro, Angélica (2021). ; Mouraz, Ana, Lopes, Amélia, Morgado, José Carlos, Monteiro, Angélica (2021). Migrações digitais e inovação curricular – sobre experiências de professores com mais de 50 anos. Santo Tirso: Edições Santo Tirso.
Rabin, C., & Smith, G. (2012). ; Rabin, C., & Smith, G. (2012). Stories from Five Decades: How One Teacher's Theatricality, Courage, and Creativity Shaped a Life's Work. Action in Teacher Education, 34(4), 381-391. doi: 10.1080/01626620.2012.712744
Santoro, N., Pietsch, M., & Borg, T.; Santoro, N., Pietsch, M., & Borg, T. (2012). The passion of teaching: learning from an older generation of teachers. Journal of Education for Teaching, 38(5), 585-595.doi:10.1080/02607476.2013.739796.
Thomas Dotta, L., & Lopes, A. ; Thomas Dotta, L., & Lopes, A. (2013). Investigação narrativa, formação inicial deprofessores e autonomia dos estudantes: uma revisão de literatura.. Educacion y Futuro: revista de investigacion aplicada y experienciaseducativas, 29, 129-155.
Wyness, Michael ; Wyness, Michael (2012).Children’s participation and intergenerational dialogue: Bringing adults back into the analysis. Childhood, 1-14. DOI: 10.1177/0907568212459775

Teaching methods and learning activities

Theoretical exposue
Wor and learning by projects

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Participação presencial	20,00
Apresentação/discussão de um trabalho científico	20,00
Trabalho escrito	30,00
Trabalho prático ou de projeto	30,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	60,00
Frequência das aulas	49,00
Trabalho escrito	20,00
Total:	129,00

Eligibility for exams

The student may miss 1/4 of the scheduled classes.

Calculation formula of final grade

Evaluation consisted of 3 components. attendance to classes and participation (20%), development of the project according to the milestones (20%). Written (and digital) work and oral presentation (60%)

Examinations or Special Assignments

Not applicable

Internship work/project

Not applicable

Special assessment (TE, DA, ...)

In the beginning of the semester student and teacher must agree about the works and activities do be developed

Classification improvement

By oral discussion.

Observations

Not applicable