ANDRAGOGY: CONRIBUTIONS FOR ADULT TEACHER LEARNING

被引：0

作者：

Soares, Amanda Cibele ^{[1
]}

de Alcantara Brauna, Rita de Cassia ^{[2
]}

Lopes Chequer Saraiva, Ana Claudia ^{[2
]}

机构：

[1] Univ Fed Vicosa, Vicosa, MG, Brazil

[2] Univ Fed Vicosa, Dept Educ, Vicosa, MG, Brazil

来源：

COMUNICACOES | 2019年 / 26卷 / 03期

关键词：

ANDRAGOGY; ADULT LEARNING; TEACHER TRAINING;

D O I：

10.15600/2238-121X/comunicacoes.v26n3p23-38

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article is the result of a master thesis concluded in 2018, which intended to investigate the specificities of adult learning, particularly those related to the adult in the Higher Education context, in order to know and understand the theoretical and conceptual presuppositions that guide this public learning, to, from this knowledge, seek contributions to the field of teacher training, which is constituted by adult individuals. This research has a qualitative nature, where was adopted the bibliographic research methodology. We have established the CAPES; SciELO; ANPEd; ENDIPE and CNFP databases as a source of inquiry, investigating scientific researches produced from 2000 to 2016.In this article we restrict ourselves to Andragogy, one of the theories addressed in the aforementioned master's research. This theory presents interesting considerations on the individual adult learning that can turn in significant contributions to the field of teacher training.

引用

页码：23 / 38

页数：16

共 18 条

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