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Advisor(s)
Abstract(s)
Neste artigo, é nossa intenção refletir e analisar, ainda que de uma forma exploratória,três dimensões essenciais – a relação pedagógica, o currículo e a avaliação – subjacentes à realização por alunos com mais de 50 anos de um Programa Universitário promovido pelo Centro Regional do Porto da Universidade Católica Portuguesa. Numa expressão que não perfilhamos, diríamos tratar-se de uma oferta “não tradicional” para estudantes “não tradicionais”. Paradoxalmente, este “não” exprime não um défice, mas uma riqueza nada despicienda – de experiências (de vida, profissionais, mas também, as mais das vezes, de educação formal, pelo facto de a maioria dos alunos ser, pelo menos, licenciada), de memórias (passado), bem como de atividade (presente), desejos e expectativas (futuro)! Então, e justamente pelo facto de ser “não tradicional”, este Programa tem, por um lado, implicado um esforço no sentido de repensar alguns dos processos e procedimentoshabituais da Universidade; por outro, tem trazido dados que nos podem levar a questionar algumas crenças associadas à Educação de adultos.
In this paper, we intend to reflect and analyse, even in an exploratory way, three key dimensions – the pedagogical relationship, the curriculum and the assessment – underlying the attainment, by students over 50 years old, of a university programme sponsored by the Porto’s Regional Centre of the Catholic University of Portugal. We would say, using a formula which we do not espouse, that it is a “non-traditional” programme for “non-traditional” students. Paradoxically, this “non” does not express a deficit, but a not inconsiderable wealth – of (life, professional, but also, more often than not, formal education – because most students are graduate, at least –) experiences, memories (past), as well as activity (present), desires and expectations (future)! Then, and precisely because it is “non-traditional”, this program has, on the one hand, involved an effort to rethink some of the processes and procedures of the University; on the other, has brought data that can lead us to question certain beliefs associated with adult education.
In this paper, we intend to reflect and analyse, even in an exploratory way, three key dimensions – the pedagogical relationship, the curriculum and the assessment – underlying the attainment, by students over 50 years old, of a university programme sponsored by the Porto’s Regional Centre of the Catholic University of Portugal. We would say, using a formula which we do not espouse, that it is a “non-traditional” programme for “non-traditional” students. Paradoxically, this “non” does not express a deficit, but a not inconsiderable wealth – of (life, professional, but also, more often than not, formal education – because most students are graduate, at least –) experiences, memories (past), as well as activity (present), desires and expectations (future)! Then, and precisely because it is “non-traditional”, this program has, on the one hand, involved an effort to rethink some of the processes and procedures of the University; on the other, has brought data that can lead us to question certain beliefs associated with adult education.
Description
Keywords
Educação de adultos Ensino superior Relação pedagógica Currículo Avaliação Adult education Higher education Pedagogical relationship Curriculum Assessment
Pedagogical Context
Citation
PALMEIRÃO, Cristina; AMORIM, José Pedro - Programa universitário (50+) ou do questionamento de crenças tomadas pela medusa. Revista Diálogo Educacional. ISSN: 1518-3483. V. 13, N.º 38 (2013), p. 349-367
Publisher
Pontifícia Universidade Católica do Paraná
Editora Universitária Champagnat
Editora Universitária Champagnat