Sisyphus — Journal of Education

Educação ao Longo da Vida

Paula Guimarães — Sat, 29 Jun 2019 00:00:00 +0100

Depois da II Guerra Mundial e até à década de 1970, registou-se um forte incremento do progresso científico e tecnológico. Assistiu-se igualmente à massificação dos sistemas educativos, tendência esta acompanhada pelo descontentamento face aos modelos pedagógicos vigentes. A ideia de que os sujeitos se educavam ao longo da vida, através do conceito de educação permanente, surgiu neste âmbito nos finais da década de 1950, preconizada num primeiro momento pelo Conselho da Europa e mais tarde, em finais da década de 1960, pela UNESCO. Esta ideia surgia como uma nova proposta educativa que concedia maior protagonismo aos contextos não formais e informais de educação, formação e aprendizagem. Assente numa perspetiva democrática e humanista, a ideia incluía uma forte crítica ao modelo escolar tradicional, acusado de pouco flexível e desmobilizador da participação daqueles que se educavam, assim como pouco eficaz na promoção da igualdade de oportunidades e da mobilidade social ascendente (...)

Learning Cities

Balázs Németh — Sat, 29 Jun 2019 00:00:00 +0100

This paper will analyse the conceptual evolution and development of learning cities and regions in adult education research work. Adult education research has got a great potential to investigate concrete mechanisms of learning city-region constructions and to estimate the changing nature and structures of learning city-region models based on the examples of two learning cities, Cork in Ireland and Pécs in Hungary.

Therefore, the paper tries to discover some major aspects of learning city-region models and different learning city-region collaborations at local-regional levels, emphasized by the OECD and UNESCO, which may enhance both participation and performance in learning of adults, but also, the learning of other age groups affecting transgenerational dimensions of learning and that of community development.

Boomerang Effect

Maria Forreta, Natália Alves — Sat, 29 Jun 2019 00:00:00 +0100

This paper is based on a research project whose main purpose was to understand the biographical itineraries of a group of twenty individuals classified with intellectual disability (ID) in transition to adult life. In a permanent dance between the macro and micro dimensions, it analysis the evolution of the educational responses targeted at individuals with these specific characteristics, their educational and training trajectories and their importance in the processes of access to the adult condition. Referring to the image of a boomerang throw, which has the particularity of coming back to that one who fails the target, the education and training trajectories that accompany the life course of these individuals reveal an unshakable faith in education. The participants in the research, repeatedly, attend and leave school, until they obtain the certification that they think they are able to reach, conciliating the condition of students with the one of workers.

Lifelong Education

Timothy Denis Ireland — Sat, 29 Jun 2019 00:00:00 +0100

In this paper, I intend to explore what constitutes lifelong education from a Latin American perspective: what are its origins, when and why did the contemporary concept arise and what would a practice oriented by the principles of lifelong education look like. I take two central premises as my starting point. First, that lifelong education is a profoundly democratic and participatory concept since it implies the access of all people to educational processes in whatever moment of their life, and possesses strong political implications with change. As a concept, it strengthens the notion of the right to education and education as a right. Second, I explore the concept of lifelong education in its relation with the concept of popular education. I conclude that whether educating children or adults, when this education is situated in the perspective of lifelong education, its configuration changes.

Human Development in the Curriculum

Nuno Archer de Carvalho — Sat, 29 Jun 2019 00:00:00 +0100

Between 2010 and 2018, at the school Colégio Pedro Arrupe (CPA), a Human development program was designed and implemented for all students from pre-school to the end of secondary school. The starting point was the school moto To be by serving (Ser a Servir), and the program was developed aiming the promotion of competences important for the relation of each person with oneself, others and the world. The article presents and explains the references, goals and methodologies of the program, as well as the relation of the program with the Nacional Strategy for Citizenship and the Citizenship and Development Course (DL 55/2018). A brief presentation of the proposals for each year is included in the end.

Physics Remote Laboratory

Thiago Costa Caetano — Sat, 29 Jun 2019 00:00:00 +0100

Experimental activities play a key role in science education and should be used more often in the classroom. However, there are several researches that point out numerous challenges for using those activities in school, many of them related to structural issues. Taking this into account, the construction of a didactic laboratory located at Physics and Chemistry Institute, Federal University of Itajubá – Brazil, has begun a few years ago, whose collection consists entirely of experiments that can be remotely controlled through the Internet. In this work we present an experimental set developed for this laboratory meant to be used in two experiments: "Acoustics" and "Hydrostatic", two areas that present a great research potential in the Physics teaching. Each experiment is discussed separately addressing its conceptual and instrumental aspects (...)

Extracurricular Activities in TEFL Classes

Marouane Zakhir — Sat, 29 Jun 2019 00:00:00 +0100

This study investigated the attitudes of Moroccan teachers (N=14) and students (N=97) towards the use of extracurricular activities in TEFL classes. A review of the literature showed a strong relationship between the use of extracurricular activities and students’ learning of English. The present study, therefore, aimed to explore the importance of these activities in improving English learning in Moroccan universities. Based on a quantitative and qualitative method, it examined the role of extracurricular activities in developing students’ self-learning of English. The results of this study revealed that teachers rarely used extracurricular activities to motivate students to learn. They also demonstrated that students shared positive attitudes towards extracurricular activities as an effective tool to learn English and improve their academic skills. In short, the pedagogical implications of these findings are that extracurricular activities facilitate teaching English, motivate students to learn and make them more sociable and ready for long-life learning.