With the aim of preparing an agile manifesto of non-formal education for older adults, on October twenty-sixth, twenty twenty-two, a group of stakeholders met, in an immersive process, at the University of Passo Fundo, Brazil, for a co-design session. The co-design session was a face-to-face immersion workshop. It started at 8 am and ended at 4 pm, when all objectives were achieved. For the session a video was made. Ana Carolina Bertoletti De Marchi, Ana Sara Castaman, Helenice de Moura Scortegagna, Lenir Antonio Hannecker and Lis Ângela De Bortoli (coordinator) were present. The group then conceived the manifesto that consists of four values and eighteen principles. The values represent the basis of the manifesto, the principles are its foundation, which are integrated with the values in order to enable a more detailed understanding of them. The manifesto’s main objective is to provide values and principles, based on the agile culture, to guide proposals for educational activities for older adults, in a non-formal context. The participants:

1. received initial guidelines and printed material on the subjects to be discussed;

2. signed the Free and Informed Consent Form;

3. watched videos on agile culture, agile culture in education, lifelong learning,  non-formal education and educational gerontology; discussed the proposed themes and agile manifestos for education: The Agile Schools Manifesto, Agile Manifesto in Higher Education, Agile Pedagogy Manifesto and Agile Manifesto for Teaching and Learning;

4. from a brainstorming, the stakeholders defined the older adult´s profile, as well as the teacher´s profile;

5. defined the values of the manifest considering the “over” model, which were refined throughout the session;

6. based on the values, the principles of the manifest were defined;

7. items 4, 5, 6 were written on the writing board and on a panel.

    

The older adult´s profile indicated that

• they are experienced, based on their life stories;

• have consistent values;

• they are communicative and participatory;

• they are conservative (resistant to the new);

• like to socialize;

• they are heterogeneous;

• focuses on everyday life and the current time;

• may have physical and cognitive limitations;

• and may struggle with emerging technologies.

   

The teacher’s profile indicates that it should be

• flexible (in terms of time, methodology and results);

• patient;

• communicative; 

• listener and democratic;

• must have knowledge about the learners, as well as the topic to be addressed;

• mediator (respect the rhythm of the group and bring together scientific content);

• dynamic;

• empathetic.

The values are:

1. collaboration and democracy over pre-planning;

2. independence and autonomy over help and care; 

3. daily life needs over programmed contents; 

4. heterogeneity and multidimensionality over predefined processes.

    

The principles are:

1. adaptability: allows meeting possible physical and cognitive demands, as well as considering the context in which the older adults lives; 

2. learning styles: consider the learning styles, appropriate to the older adult´s profile; 

3. satisfaction: the older adult must remain satisfied with the process and the product. Satisfaction can be distinct for each component;

4. respect for the rhythm of the group: considering the heterogeneity, expectations and intentions of each member;

5. protagonism: the older adult must have authorship in the process, be a protagonist;

6. citizenship: older adult must understand their role in the contemporary world and have the right to express their opinion;

7. agent of changes: the older adult must be able to build and apply the knowledge generated and be an agent of changes; 

8. accessible language and practices: are necessary to make the process easy to understand and less bureaucratic, considering the diverse needs of older learners;

9. collaborative and flexible planning: planning should be collaborative and flexible, considering the older adult´s previous knowledge and experiences, built in the group and for the group;

10. interactive and group work: the work must be done in groups and be interactive to facilitate the sharing of experiences. Reflection and discussion should be valued, based on the older learners needs;

11. participation in all stages of the process: older adult must participate in all stages, from conception to execution, to feel belonging to the process and to obtain effective results;

12. democratic and egalitarian pedagogical context for discussion and reflection: establish a democratic and egalitarian pedagogical context for discussion and reflection, in order to value the potential of the participants;

13. teacher mediator: the teacher must be a mediator, present the scientific contents, in order to allow the participants to get closer to their needs;

14. continuous feedback: feedback must be continuous to evaluate the process, reflect on it and make the necessary adjustments;

15. interpersonal empathy: enables the recognition and appreciation of the diverse needs of older learners and should be considered among the teacher and students, as well as among the students;

16. active and effective communication: must be established in a direct, clear, objective and conflict-resolving manner;

17. biopsychosocial aspects and subjectivity: must be considered in order to know the group´s profile and serve it;

18. value life experiences: life experiences must be valued to consider the knowledge, values and principles of the group.

     

About the authors:

Ana Carolina Bertoletti De Marchi: She holds a PhD in Informatics in Education from the Federal University of Rio Grande do Sul (2006), a Master’s degree in Computer Science from the Federal University of Rio Grande do Sul (1997) and a degree in Informatics from the Pontifical Catholic University of Rio Grande do Sul (1995). ). She is a Full Professor at the University of Passo Fundo, where she works in the Graduate Programs in Human Aging (PPGEH) and in Applied Computing (PPGCA), and in the undergraduate course in Computer Science, where she advises undergraduate, master and doctorate degree. She has published several articles in specialized journals and works in event annals, organized books and wrote book chapters with the themes of Computing Applied to Health and Human-Computer Interaction. She participates in program committees of national and international conferences, is part of the editorial board of three journals, in addition to acting as an ad hoc consultant for national and international funding agencies and several specialized journals. Member of the GT Impactar of Inova RS – Production and North region and of the Innovation Ecosystem of Sebrae/RS. Member of the Internal Committee PBIC of the UPF. She works on the themes: User Experience, Human-Computer Interaction, Computing Applied to Health and Gerontechnology. She is a CNPq-Level 2 Productivity Scholar in Technological Development and Innovative Extension. She coordinates the REPRINTE-Network of Interdisciplinary Graduate Programs on Aging. Director of Research and Graduate Studies at the University of Passo Fundo, since 2022.

Ana Sara Castaman: Graduated in Psychology from the Regional University of Noroeste do Estado do Rio Grande do Sul (2003), graduated in Pedagogy from the Leonardo da Vinci University Center (2009), Master’s Degree in Education in Sciences from the Regional University of Noroeste do Estado do Rio Grande do Sul (2006) and PhD in Education from the University of Vale do Rio dos Sinos (2011). She is currently a professor at the Federal Institute of Rio Grande do Sul. Permanent professor of the Graduate Program in Professional and Technological Education (ProfEPT). She performs a Postdoctoral Internship in Education at the Federal University of Santa Maria, under the supervision of Professor Dr. Liliana Soares Ferreira. Leader of the Public Policy and Teacher Training Research Group for Basic and Professional Education. She is part of the Management Committee of the Rio Grande do Sul Network for Studies and Research on Professional and Technological Education. She is an evaluator of undergraduate courses by INEP / MEC.

Helenice de Moura Scortegagna: Nurse. Graduated from the University of Passo Fundo. Master and PhD in Nursing from the Federal University of Santa Catarina/UFSC. She held a Post-Doctoral Internship in Gerontology at the State University of Campinas-SP. Titled Specialist in Gerontology by the Brazilian Society of Geriatrics and Gerontology (SBGG). Retired professor at the University of Passo Fundo, where she worked in the Nursing Course and in the Stricto Sensu Graduate Program in Human Aging, mainly in themes related to the human aging process and its interface with educational, intergenerational and health issues.

Lenir Antonio Hannecker: He holds a degree in Commercial Techniques from the University of Passo Fundo (1981), a degree in Literature from the University of Passo Fundo (1991), a specialization in Portuguese Language (1996) and a Master’s in Education from the University of Passo Fundo (2004) and a PhD in Education from the Unisinos of São Leopoldo RS (2014). He is a retired professor at the Federal Institute of Education, Science and Technology of Rio Grande do Sul-Campus Sertão. She has experience in the area of Literature and Education, with an emphasis on Portuguese Language, working mainly on the following topics: Education, Portuguese Language, Inclusive Education, Orality, Theories and Methodologies of Education, Scientific Methodology, Geopolitics and the World of Work, History of Education Professional and Personal Self Coaching. Instructor and consultant at Sebrae RS, CEO of the company In Educação Corporativa.

Lis Ângela De Bortoli: She holds a degree in Computer Science from the University of Passo Fundo, a specialization in Informatics from COPPE/UFRJ/UPF and a Master’s degree in Computer Science from the Federal University of Rio Grande do Sul. Doctoral student of the Graduate Program in Human Aging at the University of Passo Fundo, in the Gerontechnology research line. She is currently a teacher of Basic, Technical and Technological Education at the Federal Institute of Education, Science and Technology of Rio Grande do Sul. Member of the Brazilian Computing Society (SBC) and the Brazilian Society of Gerontechnology (SBGTec). She served for ten years as a systems analyst. He has experience in Computer Science, with emphasis on Software Engineering, working mainly on the following topics: requirements engineering, agile methods, education in software engineering, active methodologies, social networks, software development and electronic waste disposal. She also acts as a researcher and extensionist.

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