The role of informal (adult) education in the promotion of successful ageing

Antunes, Maria da Conceição Pinto; Macedo, Ana Catarina

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ARTICLES • Educ. Pesqui. 47 • 2021 • https://doi.org/10.1590/S1678-4634202147228938 copy

The role of informal (adult) education in the promotion of successful ageing^* * The authors take full responsibility for the translation of the text, including titles of books/articles and the quotations originally published in Portuguese.

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Framed by a community-focused and ongoing, or lifelong, vision of education, this paper aims to demonstrate the importance of adult education in the promotion of successful ageing, based on an action research project at a Private Institution for Social Solidarity (Instituição Particular de Solidariedade Social) in Northern Portugal. The project involved a group of twenty-five retired and partially retired adults, aged fifty-six to seventy-five. Qualitative and hermeneutic interpretive research paradigms were considered to be the most appropriate for this project, while the preferred methodology was participatory action research, for its capacity to promote participation and engage the social actors involved. In light of the interests, needs and potential of the participants, the action took the form of three workshops: Computer Skills; Pedagogy & Healthy Living and a Topical workshop. These consisted of activities based on active, participative methodologies that foster effective, willing participation, providing opportunities for learning, socialising and recreation and transforming the daily lives of the participants. The project highlights the processes involved in educational intervention programmes for older adults and shows positive outcomes in terms of learning, interpersonal relationships, and improved wellbeing, signalling the urgent need for widespread third age educational provision as a means of promoting successful ageing.

Adult education; Community action; Successful ageing

ICT WORKSHOP - 17 Participants
Objectives
To provide the skills required to use new technologies; To foster self-esteem and an interest in using new technologies; To promote interaction and communication; To stimulate cognitive function.
Activities delivered
Introduction to ICT – Explanation of the components of a desktop computer (keyboard, mouse, monitor, etc.); distinguishing between hardware and software; explanation of the development of the computer; start-up/shutdown; the desktop and shortcuts; creating folders; the recycle bin. Introduction to Microsoft Word – Copying texts to practice typing; formatting texts by exploring “basic” tools. Introduction to the Internet – Understanding search engines and searching the internet. Google Maps – Exploring places of personal interest: parish, city, country, and places visited in the past. Some participants searched for places they would like to visit and others searched for places they had already visited, such as the Buddha Eden Garden. How to retrieve and save content from the internet – Participants explored healthy recipes, museums, and places of interest in their city of birth, to prepare for a visit. Creation and maintenance of an email account – Participants created an email account in order to Exchange information, content, and photographs among themselves and with friends and relatives. In several sessions, they practised attaching photographs and text files, learning to send and download files. Youtube - Participants searched for songs, recipes, episodes of soap operas and other programmes according to their personal interests. Participating in an online game: Kahoot – An activity involving an online general knowledge quiz, in which each participant had to select the correct answer to the question using his/her computer. Managing files and copying them from a USB stick, mobile phone, or camera – Participants copied photographs and files from external devices to the computer and vice-versa. Accessing online media – in several sessions, participants accessed various media. In terms of the press, they accessed both local and national newspapers. In terms of radio, the participants preferred local stations, with the exception of Rádio Comercial, and appreciated learning how to access programmes they had missed when they were originally broadcast. Chat and videocalls – Using email, a chat was created, which was used to share information and made videocalls. Creating a Facebook account – How to change profile picture; like and comment; share content; find friends and make friend requests; distinguish between profiles and pages; classify pages. Creating a Dropbox account – Storing content online, which can be accessed from anywhere, even on your mobile phone.

PEDAGOGY AND HEALTHY LIVING WORKSHOP - 12 Participants
Objectives
To awaken creativity, the senses and memory; To provide information on the prevention of illness; To develop feelings of togetherness, friendship and sharing; To provide opportunities for learning, discovery, fun and relaxation;
Activities delivered
Mental exercises – Participants completed exercises such as filling in missing words, decoding a poem written in numbers, spotting the differences between images, solving riddles and proverbs. Activity: What is healthy living? – The participants brainstormed the idea of “healthy living”. Next, they compared the brainstorm to the WHO definitions of health, quality of life, wellbeing, lifestyle, and healthy living. This was a starting point for discussion of facts and myths about health. Food board game – A game based on the “jogo da Glória”*, on the topic of health eating. Healthy eating: myths and interesting facts – This session explored tips and interesting facts about healthy eating, understanding food labels and the difference between “light” and “diet”. Lateral thinking – The first part of this exercise was expository, with an explanation of lateral thinking. The second stage involved completing exercises and solving puzzles to stimulate lateral thinking. Strokes – This activity had both a theoretical element and a practical element. The former focused on the acquisition of knowledge regarding the definition of stroke, the symptoms to look out for and the causes and consequences. The second part was a practical exercise involving a glass of water, straws and cotton, which illustrated how a blood clot prevents normal blood circulation. Bingo – This activity aimed to stimulate concentration and memory. Trial yoga class. The senses – an exploration of the senses of smell, taste, and sight. “Let’s move” – physical exercises Communication: verbal and non-verbal – the session began with a short introduction to communication. Next, the group worked on various types of non-verbal communication in order to transmit a message non-verbally. Teamwork – Various competitive team games to stimulate cognition.

TOPICAL WORKSHOP – 11 Participants
Objectives
To provide a space for sharing and exchange of values and culture; To promote new learning/knowledge; To appreciate history, experience, culture, and knowledge To develop critical thinking and creativity;
Activities delivered
Session on healthy eating – Session with a dietician dedicated to healthy eating Spotlight on sun protection and discussion – Discussion session on sun protection (benefits and harm caused by the sun, the importance of protecting ourselves from the sun, sayings and interesting facts about the sun). The 6 thinking hats – Session dedicated to Edward Bono’s concept of the 6 thinking hats. The aim of this activity was to equip participants how to solve problems creatively. The approach involved thinking from the perspective of your hat. Each hat had a specific colour and characteristics: the white hat presents the facts; the blue hat moderates; the black hat considers the negatives; the yellow hat considers opportunities and benefits; the red hat considers emotions and feelings; and the green hat represents creativity. Trips – The group visited cultural sites and monuments chosen by the participants.

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[1] Maria da Conceição Pinto Antunes gained a PhD in philosophy of education at the University of Minho, Braga, Portugal, where she is now a lecturer and researcher and director of the master’s in Education.

Ana Catarina Macedo holds a master’s in education from the University of Minho, Braga, Portugal, specialising in adult education and community intervention. She is a senior educational technician for the Portuguese Red Cross – Guimarães branch.

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The role of informal (adult) education in the promotion of successful ageing* * The authors take full responsibility for the translation of the text, including titles of books/articles and the quotations originally published in Portuguese.

Abstract

The role of informal (adult) education in the promotion of successful ageing^* * The authors take full responsibility for the translation of the text, including titles of books/articles and the quotations originally published in Portuguese.