Module 1

Module 1 : Promouvoir le vieillissement actif et les valeurs européennes par l'apprentissage tout au long de la vie

 

Description : 

Dans ce module, les apprenants se familiariseront avec les concepts de vieillissement actif et d'apprentissage tout au long de la vie par le biais de séances de réflexion et de discussions. Le formateur veillera à modérer le déroulement des réflexions, permettant ainsi aux participants d'exprimer leur point de vue.

Les sessions en présentiel (face à face) permettront aux participants de faire connaissance en personne et stimuleront la coopération pour les activités suivantes. 

Outre l'introduction des thèmes du vieillissement actif et de l'apprentissage tout au long de la vie, ce module constitue également la base de tous les modules suivants du cours. Il se veut donc simple et complet.

 

Objectifs d'apprentissage :

  • Connaissances

Les participants vont apprendre l'importance de l'apprentissage tout au long de la vie dans le processus de vieillissement actif. Ils découvriront l’importance  des valeurs européennes pour les apprenants âgés et les programmes éducatifs qui leur sont destinés.

  • Aptitudes

Les participants seront en mesure  de reconnaître quels programmes et actions éducatifs sont bénéfiques pour la promotion du vieillissement actif. Ils seront capables d'inclure les valeurs européennes dans leurs programmes éducatifs promouvant le vieillissement actif.

 

  • Compétences

Les participants seront capables d'identifier leurs besoins éducatifs et d'utiliser les connaissances acquises pour promouvoir le vieillissement actif.

 

Durée du module :  2,5 heures 

Session 1 : 60 min en face à face 

Session 2 : 45 min en ligne

Session 3 : 45 min en ligne

Présentation et discussion : Vieillissement actif et apprentissage tout au long de la vie. 

 

Durée  : 60 min

 

Cette session a pour but de présenter une vue d'ensemble de la signification du vieillissement actif, de ses définitions, de ses synonymes et de l'engagement sur ce sujet au niveau européen en donnant des exemples d'initiatives dans ce domaine. Elle présentera également les valeurs de l'UE et les mettra en contexte par rapport à l'apprentissage tout au long de la vie. La session se termine par un exercice de réflexion commun sur les principales connaissances acquises au cours de la session. 

 

Objectifs d'apprentissage :

Les apprenants seront capables de :

  • comprendre le concept de vieillissement actif
  • adapter et promouvoir la connaissance du vieillissement actif à leur propre groupe d'apprenants
  • reconnaître les valeurs de l'UE 
  • comprendre l'importance de l'apprentissage tout au long de la vie
  • proposer des options éducatives personnalisées à leur propre groupe d'étude, sur la base des connaissances acquises sur l'apprentissage tout au long de la vie et le vieillissement actif.

 

Méthodologie :

Le formateur présentera le matériel aux participants et encouragera la discussion et l'échange de connaissances entre eux. 

 

Contenu (liste des types d'activités et petite description) :

15 min d'activité pour briser la glace et se mettre en condition

20 min de présentation du contenu

10 min d'activité : réflexion sur les principaux sujets de la session 

5 min de quiz interactif

Atelier et présentation : Les piliers d'un vieillissement actif réussi

 

Durée : 45 min 

 

Il s'agit d'une session en ligne qui amènera les participants à imaginer comment promouvoir le vieillissement actif dans leurs communautés. Le travail se fera en deux étapes : d'abord, les participants travaillent en petits groupes puis feront une présentation de leur travail. 

 

Objectifs d'apprentissage :

Les apprenants seront capables :

  • d'analyser les besoins de leur communauté/région 
  • de mettre en évidence les objectifs les plus importants de leur groupe 
  • définir les mesures à mettre en œuvre ou à envisager pour mieux orienter leur communauté vers le vieillissement actif 

 

Méthodologie :

Le formateur travaillera en tant que médiateur externe pour que les apprenants puissent travailler de manière autonome. Sur la plateforme utilisée pour la session en ligne, différentes "salles" de 3-4 participants doivent être créées.

 

Contenu (liste des types d'activités et petite description) :

5 min : résumé de la session 1

20 min : atelier en ligne avec de petits groupes de travail

15 min : présentation du travail des groupes

5 min : quiz en ligne

Présentation des meilleures pratiques au moyen de sites Web

 

Durée : 45 min

 

Il s'agit d'une session en ligne. Le formateur présentera trois bonnes pratiques de différents pays d'Europe. 

 

Objectifs d'apprentissage :

Les participants vont se familiariser avec différents projets autour du vieillissement actif en Europe et différentes options d'action pour promouvoir ce sujet. 

 

Méthodologie :

Le formateur projettera  en ligne  les sites web ou les articles fournis et les lira/discutera avec les apprenants à travers un nuage de mots créé sur un outil tel que  polleverywhere.com.

 

Contenu (liste des types d'activités et petite description) :

5 min de résumé de la session 2

25 min de présentation des meilleures pratiques

15 min de synthèse : Échange de commentaires et d'idées pour l'avenir par le biais des tableaux de bord.

Gerda Taro
1910 - 1937

Pioneer of war photography
Gerda Taro, nee Gerta Pohorylle, was born in Stuttgart and educated in Leipzig, Germany. As she is from a Jewish family, she flees from the Nazis to Paris in 1933. There she lives a bohemian lifestyle with her friend Ruth Cerf and eventually meets Endre Ernő Friedmann, better known today as Robert Capa. Together, they start documenting the Spanish Civil War in 1935, after Gerda had invented their alter egos in order to better sell Endre's and her own pictures. Inspired by their own political convictions, they only take pictures of the the fight of the republican troops against the rebellious franquist troops. Both of them try to be as close to the action as possible - a goal which eventually led to Gerda's death. Despite the fact that her pictures only cover 1 year of the war, her pictures are those that went around the world. Together with Robert Capa and with David Seymour, she developed modern war photography as we know it today during this short period of time. Since she officially was Capa's agent and he sold many of her pictures as his own, it took until the 2000s until people began to recognize her as an artist in her own right rather than only his partner: In 2007, the so-called Mexican Suitcase was found in Mexico City, a suitcase containing thousands of negatives believed lost by Capa, Taro and Seymour. Since then, many photographs originally attributed to Capa are known to have been taken by Gerda. However, during her short life, Taro was well known and when she was killed in 1937 by a tank, - she was only 26 - thousands of people attended her funeral in Paris. The funeral procession, led by Pablo Neruda and Louis Aragon, became a demonstration against fascism.

Marie-Claire Chevalier
1955 - 2022

The one whose trial for illegal abortion changed the law against abortion in France
In 1971, Marie-Claire Chevalier was 16 years old when she became pregnant after being raped by a boy two years older than her in high school. The young woman asked her mother to help her have an abortion. The mother turned to an underground doctor, but her daughter suffered a hemorrhage that forced her to the hospital. Her rapist, arrested for stealing a car, decides to turn her in against his own freedom. She is directly accused, as are four other women, including her mother, because in 1971 the voluntary termination of a pregnancy was illegal in France and punishable by six months to two years in prison. She was then convicted at the Bobigny trial and all were defended by lawyer Gisèle Halimi. Gisèle Halimi made of this trial and of Marie-Claire Chevalier a political symbol for the right to abortion. The case will forever mark French history and symbolize real progress for women's rights. Extremely mediatized, the trial closely followed by many personalities ends on a brilliant victory. Three years later this judgement, things started to move. This event contributed to the adoption of the Veil law and the legalization of abortion in France in 1975.

Having suffered greatly from this trial, she attempted suicide. Then, she chose to return to anonymity by changing her name. At her death, she received tributes from the President of the Republic, Emmanuel Macron and feminist associations.

Maria Lejárraga
1874 – 1974

She was writing and her husband harvesting the glory, fame and money!
Writer, feminist, deputy, polyglot and socialist who opposed to the death penalty and legal prostitution. She advocated for education, work and equal rights for women in Spain. A very open-minded and visionary woman who had to pay a high price imposed by her gender.

María Lejárraga comes from the region of La Rioja from an economically stable middle class family. She was able to receive good education and became a teacher. During her teaching career she discovered her passion for writing. She was very talented and ready to share her ideas and stories with the world. But, that´s where she bumped into a big obstacle. At the beginning of the XX century being a female writer was seen as immoral work, especially for an educator. If she had risked meeting her goals, she could have lost her teaching job. She found a solution to this problem in her marriage by publishing her works under her husband's name. So, she was writing and waiting at home and he was the one receiving praise and applause at the premiers of the plays. Before dying, her husband confirmed the rumours circulating in theatre circles that she was the true author of his works.
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Maria Lejárraga
1874 – 1974

She was writing and her husband harvesting the glory, fame and money!
Writer, feminist, deputy, polyglot and socialist who opposed to the death penalty and legal prostitution. She advocated for education, work and equal rights for women in Spain. A very open-minded and visionary woman who had to pay a high price imposed by her gender.

María Lejárraga comes from the region of La Rioja from an economically stable middle class family. She was able to receive good education and became a teacher. During her teaching career she discovered her passion for writing. She was very talented and ready to share her ideas and stories with the world. But, that´s where she bumped into a big obstacle. At the beginning of the XX century being a female writer was seen as immoral work, especially for an educator. If she had risked meeting her goals, she could have lost her teaching job. She found a solution to this problem in her marriage by publishing her works under her husband's name. So, she was writing and waiting at home and he was the one receiving praise and applause at the premiers of the plays. Before dying, her husband confirmed the rumours circulating in theatre circles that she was the true author of his works.
continue reading

Maria Lejárraga
1874 – 1974

She was writing and her husband harvesting the glory, fame and money!
Writer, feminist, deputy, polyglot and socialist who opposed to the death penalty and legal prostitution. She advocated for education, work and equal rights for women in Spain. A very open-minded and visionary woman who had to pay a high price imposed by her gender.

María Lejárraga comes from the region of La Rioja from an economically stable middle class family. She was able to receive good education and became a teacher. During her teaching career she discovered her passion for writing. She was very...
continue reading