Methodological assumptions in adult education

Abstract

The presupposed methodology of . adult teaching constitute an optimum circunstance for the differential study in function of a didactic model applied in the procedures of the teaching process-learning this field of human education: adult education There is no hidden refusal which in the relation of the adult subject with the learning factor, does not have a potential consideration with respect to the laws an others proper normative aspects of didacties. Since this is defined as the general theorical content of teaching, its implications, therefore, can not be unknown with everything that is related to the normative and applicative aspects wich regalate the adult teaching process. What exist, in reality, intentionally judged is the practice laws and norms of the pedagogical process of human education -refering to the methodological procedures for teaching- to a type of relation wich can not resisr the werwly formal aspect of the procedure. Althought, the illiterate adult or so to speak, “educationally” deficient, presents a typology of comparative academic ranking with normal cases of children of school age (for exemple, an illiterate adult and a 6 year old child can be classified as non-reader subjects); the possess a series of different qualities, not only of biographic character with respect to the schoolage child, but also a peculiar ranking wich oblige an identification of the circunstantial aspect of the methodological procedure where the laws and norms of didacties are applied. It becomes necessary to create methodological presuppositions in adult teaching, beginning from the proposa1 of the study his known antecedents in virtue of the investigation. From here on, a personal compromise is imposed; the study is restarted to ratify the established situations, to try out in the empiric practice the still developing conclusions and proposals taken from the experience and, finally to shorten the distance from the point of scientific rigor which allow the objetive to obtain some methodological procedures in the authentically liberating adult education (from Freire), with the essential meaning of making possible the human perfection (in accordancewith the andragogical postulates) and to establish new arguments which justify the “being”of the concept of permanent education. Adult education, in the parameters of the concept of permanent education of man, need to continue establishing the consistency of its groundworks; an urgent necessity denoted when looking for the norms and methodological procedures which are consequent with its basis: the aim of this article. It is a virgin ground yet for intellectual and professional challenge.