Este artigo apresenta uma reflexão sobre os adultos no ensino superior, a frequentar estudos de licenciatura, realizada a partir de uma revisão de várias investigações nacionais e internacionais. Dado o recente impulso de nova legislação e as numerosas mudanças que têm vindo a acontecer na nossa sociedade, os adultos começam a ser e serão cada vez mais, no futuro, um sector importante da população de estudantes do ensino superior. Neste sentido, tendo em vista caracterizar e conhecer melhor
esta população, procuramos descrever os estudantes adultos, em termos demográficos, sociais e psicológicos, saber como aprendem e que resultados obtêm, em comparação com os jovens adultos, bem como dar conta das principais mudanças a introduzir no ensino superior para os acolher. Por fim, fazemos uma síntese dos aspectos mais significativos, em cada ponto abordado, e chamamos a atenção para o que, do nosso ponto de vista, precisa de continuar a ser investigado.
Cooperative methods are a powerful tool for improving both student engagement in school and writing competence. This study examined the effects of a cooperative method embedded in a writing strategy instructional program on student engagement in school, namely on their cognitive, affective, behavioral, and personal agency dimensions. Using the Students' Engagement in School: Four-dimensional Scale (SES-4DS), 213 ninth grade students (from 14 to 17 years old) were evaluated before and after the intervention. Two conditions were created: an experimental group where a cooperative method associated with a writing strategy instructional program was implemented and a control group where students were instructed with a writing strategy instructional program. Over a six-month period, the experimental students participated in a cooperative experience embedded in a writing strategy instructional program, whereas the control students were instructed with writing strategy method. Results indicated that, when compared with the control, the experimental students increased their levels of behavioral and affective engagement but not their levels of cognitive engagement, personal agency, and total engagement. Implications of these results, limitations and directions for future research are analyzed, and discussed.
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