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Diálogos intergeracionais: benefícios e constrangimentos (uma experiência no 1º ciclo do Ensino Básico)
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O presente relatório tem como tema principal os diálogos intergeracionais num
contexto escolar, analisando os seus benefícios e constrangimentos, tendo como ponto
de partida um estudo experimental com uma turma do 1º Ciclo do Ensino Básico.
Cada vez mais a sociedade atual é marcada pelo envelhecimento populacional e por
todas as consequências de uma vida mais focada em objetivos práticos do que no
desenvolvimento emocional. Tendem a ser quebrados alguns laços familiares e com eles
a proximidade geracional, como tal, projetos e atividades que promovem estas
interações são altamente benéficos para o desenvolvimento social, humano e afetivo
enquanto indivíduo participante da sociedade.
Tendo como ponto de partida, uma abordagem qualitativa e interpretativa, foi
desenvolvido um projeto pedagógico que teve como principal ponto a interação entre
diferentes gerações, neste caso crianças entre os 9 e 10 anos (alunos do 4º ano de
escolaridade do ensino básico) e os seus respetivos avós. O foco incidiu sobre a partilha
de saberes, afetos e memórias de ambas as partes. Alguns dos resultados observados
prenderam-se pela melhoria das competências sociais das crianças, o seu
desenvolvimento na realização de atividades partilhadas e a melhoria significativa da
auto-estima e valorização dos idosos.
Contudo, durante a realização do projeto, surgiram alguns constrangimentos
nomeadamente a nível logístico, quer seja pela possível distância física entre avós e
netos, como pelo planeamento das aulas e do normal decorrer das aprendizagens que
poderá ficar comprometido pelo tempo despendido nestas atividades, ou mesmo pelas
limitações físicas.
Ao realizar o projeto foi possível constatar o enorme impacto e a importância
das atividades intergeracionais no contexto escolar, que embora possam apresentar
alguns obstáculos à sua execução, possuem vantagens inigualáveis e com impactos
duradouros na vida dos intervenientes. Projetos como este deveriam ser implantados de
forma mais sustentável e regular, de forma a que os avós também façam também parte
do processo de aprendizagem, enriquecendo-o com as suas vivências e experiências.
Quando implementados de maneira correta, são ferramentas de combate
à solidão e aumento da auto-estima dos idosos e contribuem para o desenvolvimento da
cidadania e sentido de comunidade dos alunos.
The main theme of this dissertation is intergenerational dialogue in a school context, analysing its benefits and constraints, taking as its starting point an experimental study with a primary school class. Today's society is increasingly characterised by an ageing population and all the consequences of a life more focused on practical goals than on emotional development. Some family ties tend to be broken and with them generational closeness, so projects and activities that promote these interactions are highly beneficial for social, human and emotional development as an individual participating in society. Taking a qualitative and interpretative approach as a starting point, a pedagogical project was developed that focused on the interaction between different generations, in this case children aged between 9 and 10 (4th year primary school pupils) and their respective grandparents. The focus was on sharing knowledge, affection and memories on both sides. Some of the results observed were an improvement in the children's social skills, their development in carrying out shared activities and a significant improvement in their self-esteem and appreciation of the elderly. However, after this project was realised, some constraints arose, particularly in terms of logistics, whether due to the possible physical distance between grandparents and grandchildren, lesson planning and the normal course of learning, which could be compromised by the time spent on these activities, or even physical limitations. By carrying out this project, it is possible to see the enormous impact and importance of intergenerational activities in the school context, which, although they may present some obstacles to their implementation, have unrivalled advantages and lasting impacts on the lives of those involved. Projects like this should be implemented on a more sustainable and regular basis, so that grandparents are also part of the learning process, enriching it with their experiences. When implemented correctly, they are tools for combating loneliness and boosting the self-esteem of the elderly, as well as contributing to the development of citizenship and a sense of community among pupils.
The main theme of this dissertation is intergenerational dialogue in a school context, analysing its benefits and constraints, taking as its starting point an experimental study with a primary school class. Today's society is increasingly characterised by an ageing population and all the consequences of a life more focused on practical goals than on emotional development. Some family ties tend to be broken and with them generational closeness, so projects and activities that promote these interactions are highly beneficial for social, human and emotional development as an individual participating in society. Taking a qualitative and interpretative approach as a starting point, a pedagogical project was developed that focused on the interaction between different generations, in this case children aged between 9 and 10 (4th year primary school pupils) and their respective grandparents. The focus was on sharing knowledge, affection and memories on both sides. Some of the results observed were an improvement in the children's social skills, their development in carrying out shared activities and a significant improvement in their self-esteem and appreciation of the elderly. However, after this project was realised, some constraints arose, particularly in terms of logistics, whether due to the possible physical distance between grandparents and grandchildren, lesson planning and the normal course of learning, which could be compromised by the time spent on these activities, or even physical limitations. By carrying out this project, it is possible to see the enormous impact and importance of intergenerational activities in the school context, which, although they may present some obstacles to their implementation, have unrivalled advantages and lasting impacts on the lives of those involved. Projects like this should be implemented on a more sustainable and regular basis, so that grandparents are also part of the learning process, enriching it with their experiences. When implemented correctly, they are tools for combating loneliness and boosting the self-esteem of the elderly, as well as contributing to the development of citizenship and a sense of community among pupils.