Adult Education in the pedagogical spaces of Community Intervention

• Main Authors: Nuno Fraga, Gorete Pereira, Glória Gonçalves
• Format: Article
• Language: English
• Published: Arizona State University 2019-05-01
• Series: Education Policy Analysis Archives
• Subjects: educação de adultos; intervenção comunitária; investigação-ação participativa; aprendizagem ao longo da vida; pesquisa qualitativa
• Online Access: https://epaa.asu.edu/ojs/article/view/4335

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.