THE CONTRIBUTION OF ANDRAGOGY TO EDUCATION, ESPECIALLY HIGHER EDUCATION: A BRIEF LITERARY REVIEW

Abstract

Andragogy, an essential aspect of education, emerges to outline the pedagogical practices of original educators in adult education. This article aims to emphasize the contributions of Andragogy in the pedagogical practice of a teacher in a Pedagogy Course in Recife (PE). This work emphasizes that the andragogical practices of the teacher investigated in the Pedagogy Course are based on the experiences and prior knowledge of the students. The objective is to integrate the experiences and empirical knowledge of these students with their personal and/or professional goals. Andragogy is recognized for its contribution to the pedagogical practices of teachers in the Pedagogy Course, promoting co-responsibility between educators and students for teaching and learning. The consequence of this pedagogical practice is to integrate prior knowledge for the holistic development of these individuals. The research was qualitative in nature and used an interview with a professor from a Higher Education Institution (HEI) in Recife as a data collection instrument, based on Bardin's content analysis (1997). The authors who also provide the theoretical basis for this article include Freire (1998), Knowles (2009) and Oliveira (2007). In this way, the needs and objectives of individuals as adult students, who have particularities, are taken into account, in accordance with the principles of Andragogy.