Experiências Locais e Compromissos Globais na Educação para a Cidadania e Aprendizagem de Adultos em Comunidades

Perspetivas Comparadas de Áustria, Alemanha, Hungria e Eslovénia

Autores

DOI:

https://doi.org/10.25749/sis.25450

Palavras-chave:

educação comunitária, aprendizagem e educação de adultos, análise comparada, cidadania ativa

Resumo

Este artigo baseia-se nos contributos da Universidade de Würzburg e seus parceiros no contexto da Adult Education Academy em 2021. Os autores desenvolveram um trabalho conjunto sobre cidadania ativa, uma questão-chave para a Conferência mundial sobre aprendizagem e educação de adultos, da UNESCO. Realizaram uma análise comparada de casos dos seus países de origem: Áustria, Alemanha, Hungria e Eslovénia. As suas experiências são bastante diversas no que toca à história, governação, estrutura, programas e atividades. Até os nomes e termos utilizados diferem: escolas superiores populares, casas culturais, círculos de estudo. Estas experiências têm muito em comum, como as oportunidades de aprendizagem comunitárias, para jovens e adultos. Os Estados-Membros da ONU e a UNESCO adotaram compromissos globais sobre mecanismos de aprendizagem institucionais para comunidades sobre os quais incidirá a análise comparada.

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Biografias Autor

Heribert Hinzen, Professorship for Adult and Continuing Education, Institute of Education, Julius-Maximilian University Würzburg, Alemanha

Senior consultant on adult education and lifelong learning for sustainable development. He worked for DVV International for almost four decades, both in headquarters and in offices in Sierra Leone, Hungary and Lao PDR. He is an Honorary Professor at the University of Pecs, and teaches comparative adult education at the University of Würzburg. He has served as Vice-President of ICAE and EAEA and now of PIMA. He is an Honorary Fellow of the UNESCO Institute for Lifelong Learning (UIL) and a member of the Editorial Board of the International Review of Education – Journal of Lifelong Learning.

Carina Klement, Department of Adult and Continuing Education, Institute of Educational Sciences, Karl-Franzens University of Graz, Áustria

University assistant for Adult and Continuing Education at Karl-Franzens University of Graz, where she is also lecturer and PhD candidate. Her research fields are the spatial discourse in adult and continuing education, community education, learning and education across the lifespan and informal learning.

Jaka Klun, Department of Educational Sciences, Faculty of Arts, University of Ljubljana, Ljubljana, Eslovénia

Bachelor of Arts in Pedagogy and Andragogy and Master student of Pedagogy at the Department of Educational Sciences, Faculty of Arts, University of Ljubljana. Next to the field of adult education his interests also include researching the position of ex-Yugoslavia national minorities in Slovene education system, education and sustainable development, didactic perspectives of formative assessment in schools, and research of tertiary education level.

Balázs Németh, Institute for Human Development and Cultural Studies, Faculty for Humanaities, University of Pecs, Hungria

Researcher on European adult and lifelong learning policy development and comparative adult education. He is an associate professor and reader in Adult Learning and Education at the University of Pécs and a founding member of the Hungarian Universities Lifelong Learning Network (MELLearN). He is the president of eucen and Board member of EAEA and PIMA. He is member of ASEM LLL HUB and its Research Network on Learning Cities.

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Publicado

2022-06-30

Edição

Vol. 10 N.º 2 (2022): Perspetivas internacionais e análise comparada: políticas e práticas de educação de adultos

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