EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.
Doutorado em Educação pelo Instituto de Educação da Universidade Lusófona de Humanidades e Tecnologias (Lisboa), Mestre em Educação na Área de Administração Educacional é Professor Auxiliar a tempo integral e em regime de dedicação exclusiva na Faculdade de Ciências Sociais – Departamento de Ciências da Educação da Universidade da Madeira, com afectação às áreas disciplinares de Administração Educacional e Estudos Comparados, sendo o atual Diretor do Centro de Investigação em Educação da Universidade da Madeira e do curso de 2.º Ciclo em Ciências da Educação – Administração Educacional (Mestrado). Desenvolveu entre 2007 e 2009 um projecto de investigação financiado pelo Centro de Ciência e Tecnologia da Madeira (CITMA) e pelo Programa Operacional de Valorização do Potencial Humano e Coesão Social da RAM (Programa RUMOS) cujo tema foi “A Dimensão Europeia da Educação: (Des)construções ao nível do Projecto Educativo e do Currículo do Ensino Secundário”. Desde então tem dado seguimento a investigações sedimentadas no seu tema de tese de doutoramento: “Entre Sísifo e Prometeu. Lideranças, Orçamento Participativo e Cidadania. As representações de uma líder autárquica no desvelar de uma cidade educadora.” Entre as suas áreas de interesse encontram-se as seguintes: Intervenção Comunitária, Orçamentos Participativos, Cidades Educadoras, Educação na Cidadania, Dimensão Europeia da Educação, Histórias de Vida, Epistemologias do Sul, Paulo Freire.
Adult Education in the pedagogical spaces of Community Intervention
Nuno Fraga, Gorete Pereira, Glória Gonçalves
Abstract
This paper aims to problematize adult education in non-formal learning environments. An analysis of the policies of adult education and training in Portugal is presented, highlighting at local level the potential for personal, social and emancipation intervention practices developed in Community Intervention contexts and associated to the dimension of Lifelong Learning. The participatory action research methodology (IAP) is framed as a route of planning and development of intervention practices. Through the analysis of content to nine projects of Community Intervention between 2014 and 2017, it was possible to conclude that at the level of work developed in non-formal learning environments the focus of Lifelong Learning is reconstructed by practices of participatory action, where the objectives of the intervention arise from the problems of the target audience, their characteristics as a specific social and cultural group, with a view to acquiring the skills and abilities essential to life in society.
This paper aims to problematize adult education in non-formal learning environments. An analysis of the policies of adult education and training in Portugal is presented, highlighting at local level the potential for personal, social and emancipation intervention practices developed in Community Intervention contexts and associated to the dimension of Lifelong Learning. The participatory action research methodology (IAP) is framed as a route of planning and development of intervention practices. Through the analysis of content to nine projects of Community Intervention between 2014 and 2017, it was possible to conclude that at the level of work developed in non-formal learning environments the focus of Lifelong Learning is reconstructed by practices of participatory action, where the objectives of the intervention arise from the problems of the target audience, their characteristics as a specific social and cultural group, with a view to acquiring the skills and abilities essential to life in society.
Keywords
Adult Education; Community Intervention; Participatory action research; Lifelong Learning; Qualitative research
Barros, R. & Belando-Montoro, M.R. (2013). Europeização das Políticas de Educação de Adultos: reflexões teóricas a partir dos Casos de Espanha e Portugal. Arquivos Analíticos de Políticas Educativas, 21(71). http://dx.doi.org/10.14507/epaa.v21n71.2013
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