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Aging Contexts and Processes & Intergenerational Relations

Scholar Year: 2021/2022 - 1S

Code: LAS23    Acronym: CPERI
Scientific Fields: Ciências Sociais
Section/Department: Social Sciences and Education

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
LAS 35 Study Plan 5,0 60 135,0

Teaching weeks: 15

Head

TeacherResponsability
Carla Cibele Fiel Vasconcelos FigueiredoHead
Isaura Fernanda Graça PedroHead

Weekly workload

Hours/week T TP P PL L TC E OT OT/PL TPL O S
Type of classes

Lectures

Type Teacher Classes Hours
Contact hours Totals 1 4,00
Andreia Filomena Cerqueira   1,33
Carla Cibele Figueiredo   1,33
Ema Isabel Inácio   1,33

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

1.Understand the phenomenon of population aging in Western societies
2. Understand old age as a continuous process and, at the same time, a phase in the life cycle of human development.
3. Relate the experience of old age with different sociocultural and life contexts of the elderly
4. Know and reflect on the different forms of discrimination against the elderly and equate
intervention strategies.
5. Encouraging the connection between several generations, highlighting the gains that everyone has.
6. Know different forms of formal and informal support for the elderly.
7.Identify lifelong training spaces, especially for the elderly.
8. Know how to identify and create stimulating and appropriate activities for the elderly population.
9. Know how to create and propose relationship dynamics and intergenerational activities
10.Promote the active citizenship of the elderly and their social insertion;
11. Develop an ethical and solidary posture

Syllabus

3.1. Aging factors and processes in current societies
3.1.1. Demographics and epidemiology of aging
3.1.2. Social Representations about aging
3.1.3. Myths and stereotypes about aging

3.2. Socio-psychological perspectives
3.2.1. Bio physiology of aging
3.2.2. Transitions, crisis factors and singularities in aging
3.2.4. Sociocultural influences on aging processes
3.2.3. Life Stories and Personal Life Projects

3.3. Policies, Social Responses and Contexts
3.3.1. Human rights - Children's rights and the rights of the elderly
3.3.2. Institutional/Non-institutional Social Responses
3.3.3. International, national and local studies and intervention programs
3.3.4 Lifelong training programs

3.4. Sociocultural Animation, Intergenerational Practices and Programs
3.4.1. Citizenship, leisure and common well-being
3.4.2. “Ageing in place” and active citizenship contexts
3.4.3. Concept of intergenerationality
3.4.4. Intergenerational programs and projects
3.4.5. Concepts and guiding principles in the elaboration of intergenerational projects


Demonstration of the syllabus coherence with the UC intended learning outcomes

The proposed objectives have a close relationship with the contents considered, seeking to contextualize them taking into account the profile of the professional in training. It is considered that knowledge is built here in conjunction with the understanding of studies, programs, projects and practices, leading students to a more motivating and concrete appropriation.

Teaching methodologies

The learning process will include:
1.Analysis and reading of texts, summaries of projects and programs and respective discussion
2. Life Stories and Personal Life Projects from a perspective of generational and intergenerational knowledge
3. Thematic seminars with the presence of professionals and technicians associated with various contexts and practices of support for the elderly and intergenerational projects/dynamics.
4.Testimonies, in the context of classes, from technicians, caregivers and the elderly
5. Study visits to contexts of support for the elderly and/or intergenerational projects (if possible)
6.Planning of social, cognitive and/or sensory, physical-motor stimulation activities for the elderly or intergenerational that can be developed by a sociocultural animator.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The themes and approaches developed in the classes and the respective articulation with the knowledge of the contexts constitute the central methodology of the UC, considering this a good way to allow students to take ownership of the objectives and putting into perspective the foundations and demands placed on an animator sociocultural intervention that intervenes with the elderly population and/or in intergenerational dynamics

Assessment methodologies and evidences

Participation (Individual) - 20%
Life Story/Personal Life and Reflection Project (Pair) - 40%
Intergenerational activity (Pair) (Hypotheses)
a) With the couple from the Life story
b) Contextual, Institutional and/or for an informal group - 40% (Writing and presentation)

Bibliography

Conselho Nacional de Ética para as Ciências da Vida (2014). Parecer sobre as vulnerabilidades das pessoas idosas em especial das que residem em instituições. CNECV. [Online] julho de 2014.
Figueiredo, C.C (2013). Muito Iguais, inteiramente diferentes. In Pereira. J, Lopes, M., Rodrigues, T. (Coord). Animação Sociocultural, Gerontologia e Geriatria: A Intervenção social, cultural e educativa na Terceira Idade. Chaves: Intervenção.

Fonseca, A. (Org.). (2021). Ageing in Place - Envelhecimento em Casa e na Comunidade. Modelos e estratégias centrados na autonomia, participação social e promoção do bem estar das pessoas idosas. Lisboa: Fundação Calouste Gulbenkian / Faculdade de Educação e Psicologia — Universidade Católica Portuguesa.
Lemaire, P., Bherer. (2012). Psicologia do Envelhecimento, uma perspetiva cognitiva. Instituto Piaget

Magalhães, A., Pereira, J. Lopes, M.(coord). A Animação Sociocultural e a Educação Intergeracional (2018). Chaves: Intervenção – Associação para a Promoção e Divulgação Cultural.

Martins, E.. (2019). Suprir distâncias com o enfoque intergeracional: dos benefícios à intervenção em animação sociocultural. Revista Práticas de Animação, vol. 12. [online ](2019).

Osório, A. Animação Sociocultural na Terceira Idade. In Pereira, J., Vieites, M e Lopes, M. (2008). A Animação Sociocultural e os desafios do Seculo XXI.

Paúl, C. (2005). Envelhecimento e Ambiente. In Soczka, Luis (Org.). (2005). Contextos Humanos e Psicologia Ambiental. Lisboa: Fundação Calouste Gulbenkian.
Pereira, J., Lopes, M., Rodrigues, T. (Coord.). (2015). Animação sociocultural, Gerontologia, educação Intergeracional. Estratégias e métodos de intervenção para um envelhecimento ativo na terceira idade. Chaves: Intervenção.

Soares, C; Silva, A. M.; Silva, M. G.; Cerqueira, A. F. (2014). Are social representations of positive ageing really effective? The ageing process through the yes of elderly. Journal of Spatial and Organizational Dynamics (pp.41-54). https://comum.rcaap.pt/handle/10400.26/6533

WHO (2021). Global Report on Ageism. https://www.who.int/publications/i/item/9789240016866

WHO (2021). Decade of Healthy Ageing. https://www.who.int/publications/i/item/9789240023307




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Página gerada em: 2022-08-11 às 01:28:38