Descripción del título
Adult education management ...
The purpose of this study was to analyze the organizational structure and educational methods of two training centers, namely the Professional School of Minho (Portugal) and the Association for Social and Occupational Promotion (Spain). Data collection included daily observation of and participation in the "departments" of adult education and training in both centers. We argue that training in these institutional contexts is based upon a permanent dialogue between learners' home experiences and learning opportunities that allow them to acquire new professional, cultural, political and social skills. Therefore, the training process in these centers becomes a movement between prior knowledge and new experiences. This process is observed in the dialogue between learners, instructors, context and everyone involved in the educational process
Analítica
analitica Rebiun32107779 https://catalogo.rebiun.org/rebiun/record/Rebiun32107779 221202s2018 xx o 000 0 eng d https://dialnet.unirioja.es/servlet/oaiart?codigo=8640864 (Revista) ISSN 2358-1425 S9M oai:dialnet.unirioja.es:ART0001554845 https://dialnet.unirioja.es/oai/OAIHandler 20 DGCNT S9M S9M dc Adult education management in porto and catalonia: A case study electronic resource] 2018 application/pdf Open access content. Open access content star The purpose of this study was to analyze the organizational structure and educational methods of two training centers, namely the Professional School of Minho (Portugal) and the Association for Social and Occupational Promotion (Spain). Data collection included daily observation of and participation in the "departments" of adult education and training in both centers. We argue that training in these institutional contexts is based upon a permanent dialogue between learners' home experiences and learning opportunities that allow them to acquire new professional, cultural, political and social skills. Therefore, the training process in these centers becomes a movement between prior knowledge and new experiences. This process is observed in the dialogue between learners, instructors, context and everyone involved in the educational process LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI English text (article) Mwewa, C.M. cre Davids, Ana Inés Renta. cre Machud, Abudo. cre Revista Tempos e Espaços em Educação, ISSN 2358-1425, Vol. 11, Nº. 27, 2018 (Ejemplar dedicado a: Outubro-Dezembro) Revista Tempos e Espaços em Educação, ISSN 2358-1425, Vol. 11, Nº. 27, 2018 (Ejemplar dedicado a: Outubro-Dezembro) Revista Tempos e Espaços em Educação, ISSN 2358-1425, Vol. 11, Nº. 27, 2018 (Ejemplar dedicado a: Outubro-Dezembro)