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Advisor(s)
Abstract(s)
O presente relatório, que traduz um projeto de educação e intervenção
social, vem dar a conhecer todo o trabalho desenvolvido com um grupo de
idosos, realizado a partir dos pressupostos da metodologia da investigaçãoação
participativa, mantidos como horizonte ao longo da trajetória percorrida
com o grupo.
Tendo por base processos de educação não-formal, o projeto teve o intuito
de proporcionar contextos para o desenvolvimento da autoestima, de
redescoberta de capacidades, competências e da autonomia, de um bem-estar
consigo próprios e com os outros, o qual se traduz numa melhor qualidade de
vida.
O projeto centrou-se no processo de alfabetização de um grupo de idosos,
bem como na valorização das suas competências e capacidades. Durante todo
o processo os idosos foram coconstrutores do projeto, o qual se iniciou com a
análise da realidade, para a qual foi necessário recorrer a algumas técnicas de
recolha e análise de informação, que possibilitaram perceber os problemas e
necessidades. Estes, uma vez priorizados e equacionados juntamente com os
recursos e potencialidades do contexto, serviram de base para uma primeira
planificação.
As atividades desenvolvidas no sentido da aproximação aos objetivos
projetados, permitiram percorrer um caminho em que algumas mudanças
efetivas se foram identificando, como a aquisição de competências na leitura e
na escrita e o desenvolvimento de laços de sociabilização mais alargados e
regulares.
This report, which translates a project of education and social intervention, reveals all the work developed with a group of elderly people, based on the presuppositions of the participatory action research methodology, maintained as an horizon throughout the trajectory underwent with the group. Based on non-formal education processes, the project aimed at providing contexts for the development of self-esteem, the rediscovery of abilities, skills and autonomy, a well-being with oneself and with others, translating into a better quality of life. The project’s focused on the literacy process of a group of elderly people, as well as on the self and hetero recognition of their skills and abilities. Throughout the process, the elders were co-builders of the project, which began with the analysis of reality, for which it was necessary to resort to some information gathering and analysis techniques, which made it possible to perceive the problems and needs. These, once prioritized and equated together with the resources and potentialities of the context, served as the basis for a first planning approach. The activities carried out towards the projected objectives allowed us to follow a path in which some effective changes were identified, such as the acquisition of skills in reading and writing and the development of broader and more regular socialization ties.
This report, which translates a project of education and social intervention, reveals all the work developed with a group of elderly people, based on the presuppositions of the participatory action research methodology, maintained as an horizon throughout the trajectory underwent with the group. Based on non-formal education processes, the project aimed at providing contexts for the development of self-esteem, the rediscovery of abilities, skills and autonomy, a well-being with oneself and with others, translating into a better quality of life. The project’s focused on the literacy process of a group of elderly people, as well as on the self and hetero recognition of their skills and abilities. Throughout the process, the elders were co-builders of the project, which began with the analysis of reality, for which it was necessary to resort to some information gathering and analysis techniques, which made it possible to perceive the problems and needs. These, once prioritized and equated together with the resources and potentialities of the context, served as the basis for a first planning approach. The activities carried out towards the projected objectives allowed us to follow a path in which some effective changes were identified, such as the acquisition of skills in reading and writing and the development of broader and more regular socialization ties.
Description
Keywords
Envelhecimento Participação Educação não-formal alfabetização
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação