What is known about this topic• The full understanding of a care relationship requires looking not only to the provider's side but also to the receiver's side.• The receivers of care, including older people, are not passive actors.• The literature on the older persons' experiences of receiving social care is still limited. What this paper adds• Positive experiences of receiving social care include reciprocity, respect and attentiveness, safety AbstractThe topic of social care for older people has gained increasing attention from the part of academics, professionals, policy makers and media. However, we know little about this topic from the perspectives of older persons, which hinders future developments in terms of theory, empirical research, professional practice and social policy. This article presents and discusses a systematic review of relevant qualitative research-based evidence on the older persons' experiences and perspectives of receiving social care published between 1990 and September 2014. This review aimed to obtain answers to the following questions: How is the reception of social care experienced by the older persons? What are the negative and positive aspects of these experiences? What are the factors which influence the experiences? The synthesis of the findings of reviewed papers identified six analytical themes: asking for care as a major challenge; ambivalences; (dis)engagement in decisions concerning care; multiple losses as outcomes of receiving social care; multiple strategies to deal with losses originated by the ageing process; and properties of 'good care'. These themes are discussed from the point of view of their implications for theory, care practice and social policy, and future research.Keywords: experiences and perspectives, older people, qualitative studies, receiving care, social care, systematic review and security, and engagement in decisions concerning care.
When we think about current adult education in the context of the uneven and contradictory social and economic impact of globalization, it necessarily implies thinking about the transfer from the paradigm of lifelong education to the paradigm of lifelong learning. We shall examine the essential quality involved in the social significance and the political dimension of each of these paradigms, because, since the post-war period, both became innovative educational policy strategies capable of mobilizing and transforming society. We would like to stress the importance of rethinking the role of adult education today in the light of the responsibilities shifting from the state to individuals, arising from the implications of this transition of paradigms: we do this by framing it in the context of the socio-productive restructuring movement, which speeded up the move from the so-called model of qualification, associated to social emancipation, to what is known as the model of competence (later competences), which is associated with individual empowerment. Therefore in this article we intend to question this new policy direction, which is associated with a conceptual and methodological shift in adult education practices, by using the prism of a critical sociology of education.
This article reports the main contributions of an original empirical research project whose primary objective was to understand some of the complexities of Recognition of Prior Learning (RPL) practices in general and those referring to the Portuguese RPL case in particular. The main purpose of this study was to reflect critically upon the contemporary RPL practices and policies. Of particular relevance was the discussion of some aspects of (i) the form and mission of RPL as well as some aspects of (ii) the role and profile of RPL adult educators. These concerns were taken within the framework of a new adult education and training (AET) strategy and the 'new educational order', originating in late modernity. The four models used to capture ways of seeing RPL practices, proposed by Judy Harris, were theoretically revisited (as heuristic devices). However, this was assumed only as one possible route to better problematise the empirical findings. The results allow us to establish, for instance, that the need for outcomes with regards to the number of adults certified became progressively more important in the Portuguese case; that these practices tended to view learning as a cognitive process instead of a reality embedded in social practice; that this RPL was more about individual advancement than about collective advancement; or even that this RPL structure can be seen as a strategic device whose social purpose was more about constructing a new invisible form of exclusion than an innovative way of inclusion.
ResumoNeste artigo, de natureza teórica e ensaística, procuramos revisitar as ideias-base de dois autores-charneira no património teórico-conceptual da educação de adultos: Malcolm Knowles (1913-1997) e Paulo Freire (1921-1997. A análise foca-se primeiro em cada um dos contributos para realçar quer as suas linhas epistemológicas centrais, quer os seus traços mais caraterísticos, tendo em vista identificar fundamentos perenes para a práxis educativa contemporânea. Posteriormente, ensaia-se uma comparação no sentido de explicitar pontos convergentes e divergentes entre as proposições de ambos os autores. Argumenta-se que esses contributos aportam fundamentos que são pertinentes para o educador crítico humanista no seio da modernidade líquida em que vivemos, para refundar os pressupostos da cidadania social pela intervenção e pela mediação sociopedagógica. Trata-se de retomar a realidade contextual dos sujeitos da educação e desenvolver, a partir daí, um diálogo aberto e ético que permita relançar a esperança na transformação social. Palavras-chaveAndragogia -Pedagogia -Dialógico -Mediação sociopedagógica. Knowles (1913-1997) and Paulo Freire (1921-1997 Revisiting Knowles and Freire: Andragogy versus Pedagogy -or the Dialogic as the Essence of Sociopedagogic Mediation Abstract This paper seeks to revisit basic ideas of two key-authors in the theoretical field of adult education: Malcolm
Resumo O maior impacto da reforma do Estado tem ocorrido sobre a sua anterior qualidade de ator político vocacionado para garantir a manutenção dos principais bens públicos, resultantes do consenso keynesiano. Assim, o contexto hoje é de transições múltiplas que aportam novos sentidos, frequentemente contraditórios, para a área da educação de adultos e para o seu mandato. O artigo mostra, através da análise da emergência, ocorrida em 1999 em Portugal, da nova política de educação e formação de adultos (EFA), e da sua consolidação entre 2005 e 2012, que, não obstante a complexidade envolvida, as novas orientações para o sector têm sido apresentadas na esfera pública de modo simplificado, apresentando, porém, traços característicos de uma governação neoliberal, num quadro de crescente europeização das políticas públicas.
Resumo O texto apresenta o enquadramento sociopolítico com que foi criada a primeira instituição nacional de representação pública oficial para a educação de adultos. Demonstra-se que esta Agência Nacional de Educação e Formação de Adultos (ANEFA), apesar de ter conhecido uma existência curta, e normativamente precária, representou um marco fundamental para implementar as atuais características de desenvolvimento do setor. Argumenta-se que o seu papel consistiu em alterar os termos da regulação educacional instituída, na medida em que, a partir da sua atuação, foram transnacionalmente estabelecidas em contexto português as bases da governação pluriescalar da "nova EFA" que, sustentamos, caracteriza hoje o campo. Palavras-chave Educação de adultos; Novas ofertas educativas; Governação pluriescalar; Políticas educacionais IntroduçãoA Resolução do Conselho de Ministros (RCM) n.º 92/98, de 25 de junho, introduziu a ideia de que compete à educação e formação de adultos contribuir para o imperativo nacional de integração da formação social portuguesa "na sociedade do conhecimento globalizada", dando resposta às "mutações da vida profissional no mundo actual", especialmente quando
Da conceção à implosão da nova política de educação e formação de adultos (EFA) em Portugal (1996Portugal ( -2016: e agora tudo o vento levou?RESUMO O foco desta análise é a defesa do direito (inalienável) dos adultos à educação, o que implica admitir o Estado, nas suas várias reconfigurações hodiernas, como ator político principal no dever de zelar pela garantia e efetivação deste direito, numa ótica de justiça social que ultrapassa e torna dilemática a ótica de justiça de mercado. Com esta matriz de fundo revisitam-se as medidas de política pública responsáveis por viragens-chave ocorridas desde o período do relançamento político da educação de adultos em Portugal e reflete-se sobre as características, bem como ambivalências e tensões tanto da agenda de diversificação como da agenda de massificação desta oferta educacional. Por fim, tecem-se breves reflexões sobre o momento político atual em que dados internacionais apontam agora Portugal como o último país da União Europeia quanto à Educação ao Longo da Vida dos adultos pouco escolarizados e posicionamo-nos contra a implosão em curso da, ainda recente, política de Educação e Formação de Adultos portuguesa.Palavras-chave: Políticas Públicas. Educação e formação de adultos. Perspetivas e agenda educacional. ABSTRACTThe focus of this analysis is the defence of the right (inalienable) of adults to education. This implies to admit the state, within its all forms, as the main political actor with the duty to ensure the right to social justice. With this framework the main public policies are reviewed as measures responsible by some turning points that occurred since the period of the political relaunching of adult education in Portugal and reflects about its caractheristics, as well the ambivalences and tensions from the diversity agenda and the massification agenda of this educational offer. Finally, we analyse the present moment, when Portugal appears as last in EU rankings, as regards to Lifelong Education with low skilled adults and we stand against the implosion of the adult education and training agenda that is occurring in the Portuguese context. Keywords: Public policies. Education and training of adults. Perspectives and educational agenda. RESUMENEl enfoque de este análisis es la defensa del derecho (inalienable) de las personas adultas a la educación, lo que implica admitir que el Estado, en sus diversas reconfiguraciones actuales, es el actor político principal en el deber de celar por garantizar y efectivizar ese derecho, en una óptica de justicia social que ultrapasa y hace problemática la óptica de justicia del mercado. Con esta matriz de fondo, se repasaron las medidas de política pública responsables por los cambios clave que han ocurrido desde que la educación de personas adultas fue relanzada en Portugal, y cómo se refleja sobre las características, ambivalencias y tensiones tanto de la agenda de diversificación como de la agenda de masificación de estas ofertas educacionales. Finalmente, se reflexiona acerca del actual momento político en que lo...
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