The global demographic context of contemporary society is characterized by an increasing percentage of elderly people. In fact, currently in Portugal 22% of its total population is over 65 years of age with an average retirement age of approximately 64 years of age. As a result, it is considered one of the countries in the world with the highest proportion of elderly people, which are consequently labelled as a socially vulnerable group. This prevalent situation presents a current social problem described by the lack of inclusion and sense of meaning among the elders and retired in civil society, shaping the embedded negative attitudes and stereotypes attached to these societal groups as invalid and dependent. In this way, the continuous growth of the elderly population requires the introduction of social organizations, such as the Portuguese social organization The Grandmas Came to Work, centered in the elderly and retiree’s inclusion in society and on their well-being. The main focus of this social organization is to promote ageing as a continuation of development and learning through creative methods and activities, as well as to fill the gap between generations by offering the elderly and retired a place where they can learn from each other, discuss and meet. Hence, this study aims to understand the social and economic sustainability of this particular organization to support the inclusion and well-being of the elderly. This will be done by analyzing the viability of using artistic methods and activities in the context of elderly and retiree's social inclusion. This issue is relevant in the context of Portugal given its predominance of an elderly population and the lack of this group's social inclusion. In fact, it is predicted that by 2050 Portugal will be the country in the European Union with the highest percentage of elderly people (32%) and lowest percentage of working population. This complex issue was studied by using qualitative methods for the data collection, namely through the conduction of semi-structured interviews done to one of the organization’s founders and to its participants. This data provided an updated version of the situation of the elderly and retired population living in Portugal, especially of their possible social inclusion by participating in this specific type of social organizations. The results confirmed the role of such organizations for contributing to the social inclusion of the elderly and retired and for their increased sense of meaning, affecting positively both theirs and society’s perception of the continuous value and contribution of this group. Nevertheless, as what happens in many social and non-social organizations, some limitations were found in the project’s management and respective suggestions were made to face those limitations.

(in English): The productions of language of the students learning Czech or other foreign languages may be evaluated in light of three criteria - the accuracy, the fluency and the complexity. The improvement of the quality of each of these can be influenced by a variety of factors, inter alia, personality of the student, the topic, the possibility to prepare before the production and so on, but also by student's language competence or the didactical methods used to reach this level of competence. In this master thesis, the main focus will be placed on the fluency, more precisely on the methods, which are contributing to its development; Rather than focusing on their effectiveness, the scrutiny will analyze the attitude of students as well as the teachers towards each of those methods. Also, we compare, how the preferred aspect (accuracy or fluency) influence the evaluation of the methods and, in the end, if and how the evaluation of the activities is being influenced by the students' level of language. Within questioning we obtained data from teachers and students of Czech as a foreign language. With them, we verified the role of the factors above for the respondends evaluations. Apart from that, we compared, in which measure the evaluations of students and teachers differ and we occupied with a...

Developing critical thinking and mastering its skills has been a vital priority for the curriculum in Swedish upper-secondary school. The National Curriculum for upper-secondary school and the syllabus for the English subject emphasize the importance of implementing and enhancing the development of the students’ critical thinking which leads to having active learners who are able to think creatively and keeps them away from becoming narrow-minded. The purpose of this study is to explore the prospect of teaching critical thinking through reading literature. Guided by the critical thinking skills that are defined in The Delphi Report including (1) interpretation, (2) analysis, (3) evaluation, (4) inference, (5) explanation and (6) self-regulation, this study explores the possibility of promoting critical thinking skills through reading literature. The study also examines the efficacy of the reader-response approach in helping the students to be critical thinkers and active readers. Using qualitative data from conducting interviews, this study analyses teachers’ perspectives and considered the implications for teaching literature in terms of fostering the students’ critical thinking. The study showed that the teachers’ awareness of the significance of integrating literature in teaching English was found to play a great role in fostering the students as critical thinkers. The study also showed that teachers emphasized the importance of in-class discussions about literary works in order to expand the students’ thinking horizons and enhance their sense of self-confidence as contributors to the learning process. It also showed that the reader-response theory has a significant role in fostering the students’ critical thinking even though it is not clearly stated in the teachers’ perspectives on teaching literature.