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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Carvalho da Silva, V. (2019). DISPOSITIONS OF ADULTS WITH LOW EDUCATION LEVELS, AND WHO HAVEN'T RETURNED TO FORMAL EDUCATION, TOWARDS LIFELONG LEARNING. 18th International Conference on Social Sciences - ICSS XVIII, Lisbon .
Exportar Referência (IEEE) 
V. P. Silva,  "DISPOSITIONS OF ADULTS WITH LOW EDUCATION LEVELS, AND WHO HAVEN'T RETURNED TO FORMAL EDUCATION, TOWARDS LIFELONG LEARNING", in 18th Int. Conf. on Social Sciences - ICSS XVIII, Lisbon , Lisboa, 2019
Exportar BibTeX 
@misc{silva2019_1732214125763,
	author = "Carvalho da Silva, V.",
	title = "DISPOSITIONS OF ADULTS WITH LOW EDUCATION LEVELS, AND WHO HAVEN'T RETURNED TO FORMAL EDUCATION, TOWARDS LIFELONG LEARNING",
	year = "2019",
	howpublished = "Digital",
	url = "https://euser.org/icss18"
}
Exportar RIS 
TY  - CPAPER
TI  - DISPOSITIONS OF ADULTS WITH LOW EDUCATION LEVELS, AND WHO HAVEN'T RETURNED TO FORMAL EDUCATION, TOWARDS LIFELONG LEARNING
T2  - 18th International Conference on Social Sciences - ICSS XVIII, Lisbon 
AU  - Carvalho da Silva, V.
PY  - 2019
CY  - Lisboa
UR  - https://euser.org/icss18
AB  - This study aims to determine how adults with low education levels perceive lifelong education by analysing a set of interconnected and complementary aspects. The methodological strategy focussed on a qualitative analysis based on semi-directive interviews of a biographical nature. Identifying the reasons for the abandonment of initial (formal) education and obstacles faced by these adults over time revealed a myriad of factors justifying their disengagement from available education offers. To understand the amplitude of a phenomenon that links lifelong learning, knowledge, literacy and education level, in situations of a non-return to formal education, the study involved an in-depth analysis of the dispositions of persons who have “remained outside” of this relation with learning.
ER  -