Andragogy in HigherEducation: Methodologicalassumptions

Abstract

The learning process is covered with many specificities and, however, there is an urgent need to look at andragogy and its methodological assumptions in Higher Education as a coating to adult learning. The research in reference was carried out following the investigative modality of bibliographical type and, for the consolidation of the same, we carried out an exhaustive revision of some articles elaborated by scholars of the area. Thus, the present text aims at reflecting on the learning process in order to contribute to the improvement of adult education, since we should look at its background concerning the experiences of adults. The andragogy is an emerging approach, which proposes the use of participatory learning methodologies aimed at adult education suitable for university teaching. The concepts brought by andragogy suggest that this individual has knowledge of how and why he or she is learning a certain subject, and its practical applicability. In this perspective, one should take advantage of previous knowledge acquired throughout the subject's life, in order to enhance adult learning, transforming the learner from object to subject of education, justified by the need to bring up new discussions on education within the andragogical principles.