Aprendizagem do ponto de vista do adulto que aprende: experiências de aprendizagem fora do ambiente escolar

• Ano de defesa: 2024
• Autor(a) principal: Nunes, Greicy Rodrigues de Lima
• Orientador(a): Almeida, Laurinda Ramalho de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Afetividade; Aprendizagem; Aprendizagem do adulto; Afetos; Memória
• Palavras-chave em Inglês: Affection; Learning; Adult learning; Affections; Memory
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/42763

This research aims to support educators in reflecting on and adopting more assertive teaching practices by considering adult learners' perspectives. Adults' narratives about learning situations considered significant in their lives - learning critical incidents - are the research object. The general objective was to identify learning situations recognized by adult learners. The specific objectives were: a) to identify situations that induce learning in adults and b) to analyze narratives of experiences considered as learning for adults, in order to identify characteristics that compose them and that make them significant. The methodology for generating information was the writing of critical incidents. For information analysis we chose prose analysis. The theoretical basis was composed by Henri Wallon, from the perspective of learning and human development, and by leading authors in adult learning such as Peter Jarvis and Stephen Brookfield. The results indicate that situations in which affection has a strong presence are considered the most significant for adults