Lifelong learning as a source of well-being and successful aging
Resumen
When we were born, we ‘received’ a script saying how our life would be. We would go to school, and then to the University, begin to work, marry, have children, then grandchildren and retire. What about after retirement? Nobody told us what to do for the next 20, 30, 40 years of our existence. In this scenario, education has an important role to keep older adults as active members in the society, incraesing their quality of life. This paper explores the importance of educational programs for older adults; it describes some of these programs; and discusses the importance and necessity for planning these educational programs, according to the target audience, their needs, and wishes. Finally, this paper offers some recommendations and conclusions about older adult education according to the existing literature.
Key words: Lifelong Learning. Education for Older Adults. Educational Programs.
Citas
AGE & OPPORTUNITY MANITOBA. 2013. Retrieved from: <http://www.ageopportunity.mb.ca/main/index.htm>.
ASSOCIATION INTERNATIONALE DES UNIVERSITÉS DU TROISIEME AGE - AIUTA. Manual de apresentação. Louvain-la-Neuve, Bélgica: Secrétariat Exécutif, Université des Ainés, 1991.
BROWNING, C.J. Late-life education and learning: The role of cognitive factors. Educational Gerontology, 21: 401-413, 1995.
CACHIONI, M. Envelhecimento bem-sucedido e participação numa Universidade para a Terceira Idade: a experiência dos alunos da Universidade São Francisco. 1998. Dissertação (Mestrado em Educação) – Unicamp, Campinas, SP, 1998.
______. Formação profissional, motivos e crenças relativas a velhice e ao desenvolvimento pessoal entre professores de Universidade da Terceira Idade. 2002. Tese (Doutorado em Educação) – Unicamp, Campinas, SP, 2002.
CREATIVE Retirement Manitoba. 2013. Retreieved from: <http://www.crm.mb.ca>.
GINN, J.; ARBER, S. Only connect. Gender relations and ageing. In: Arber, S.; Ginn, J. (Ed.). Connecting gender and ageing: a sociological approach. Buckingham: Open University Press, 1995. p. 1-14.
HANSEN-KYLE, L. A concept analysis of healthy aging. Nursing Forum, 40(2), 45-57, 2005.
HURWORTH, R.; CROMBIE, A. Lifelong learning: the third age. Canberra: AAACE, 1995.
LEFEVRE, J. AIUTA - Association Internationale des Universités du Troisième Age, Louvain-la-Neuve, Bélgica, trimestriel, n. 0, septembre 1993.
LEMIEUX, A. The University of the Third Age: role of senior citizens. Educational Gerontology, 21: 337-344, 1995.
MENEC, V. H. The relation between everyday activities and successful aging. A 6-year longitudinal study. Journal of Gerontology Social Sciences, 58 B(2), S74-S82, 2003.
MIDWINTER, E. Thriving people: the growth and prospects of the U3A in the UK. London: The University of the Third Age (U3A), 1996.
NERI, A. L. Qualidade de vida no adulto maduro: interpretações teóricas e evidências de pesquisa. In: NERI, A. L. (Org.). Qualidade de vida e idade madura. Campinas: Papirus, 1993.
______. Psicologia do envelhecimento. Uma área emergente. In: NERI, A. L. (Org.). Psicologia do envelhecimento. Campinas: Papirus, 1995.
ONU. Informe de la Primera Asamblea Mundial sobre el Envejecimiento - Viena. Nova York: ONU, 1982.
______. Informe de la Segunda Asamblea Mundial sobre el Envejecimiento - Madrid. Nova York: ONU, 2002.
PANAYOTOFF, K. G. The impact of continuing education on the health of older adults. Educational Gerontology, 19:9-21, 1993.
PEREIRA, J. V. Educação para a participação. Cadernos da Terceira Idade, SESC, São Paulo, 6:9-12, 1980.
PETERSON, D. A. A history of the education of older learning. In: SHERROM, R.H.; LUMSDEN, D.B. (Ed.). Introduction to Educational Gerontology. New York: Hemisphere, 1990.
ROWE, J. W.; KAHN, R. L. Human aging: usual and successful. Science, 237, 143-149, 1987.
SLOANE-SEALE, A.; KOPS, B. Older adults as lifelong learners: participation and successful aging. Canadian Journal of University Continuing Education, 34 (1), 37-62, 2008.
______. Older adult learners: a comparison of active and non-active learners. Canadian Journal of University Continuing Education, 33(1), 17-34, 2007.
______. Creative Retirement: survey of older adults’ educational interests and motivations. Canadian Journal of University Continuing Education, 30(2), 73-89, 2004.
SWINDELL, R.; THOMPSON, J. An international perspective on the University of the Third Age. Educational Gerontology, 21(5): 429-447, 1995.
TEIXEIRA, I.; NERI, A. L. Envelhecimento bem-sucedido: uma meta no curso da vida. Psicol. USP, São Paulo, 19 (1), 81-94, 2008.
WILLIAMSON, A. Gender issues in older adults’ participation in learning: Viewpoints and experiences of learners in the University of Third Age. Educational Gerontology, 26:1, 49-66, 2010.
WILSON, G. I’m the eyes and she’s the arms: Changes in gender roles in advanced old age. In: ARBER, S.; GINN, J. (Ed.). Connecting gender and ageing: a sociological approach. Buckingham: Open University Press, 1995. p. 98-113.
WITHNALL, A. Older people and lifelong learning: choice and experiences. ERS Award, n. L480254049, 1-13, 2002.
WORLD HEALTH ORGANIZATION. Global Health and Aging. 2010. Retrieved from: <http://www.who.int/ageing/publications/global_health.pdf>.
55 PLUS PROGRAM. University of Winnipeg. 2013. Retrieved from: <http://pace.uwinnipegcourses.ca/55-plus-program>.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
A revista Série-Estudos permite a reprodução total em outro órgão de publicação mediante a autorização por escrito do editor, desde que seja feita citação da fonte (Série-Estudos) e remetido um exemplar da reprodução. A reprodução parcial, superior a 500 palavras, tabelas e figuras deverá ter permissão formal de seus autores.
Direitos Autorais para artigos publicados nesta revista são do autor, com direitos de primeira publicação para a revista. Em virtude de aparecerem nesta revista de acesso público, os artigos são de uso gratuito, com atribuições próprias, em aplicações educacionais e não-comerciais.
