INTERGENERATIONAL CONNECTIONS IN THE SCHOOL ENVIRONMENT: REFLECTIONS ON THE DEVELOPMENT OF COMPETENCIES FOR THE TWENTY-FIRST CENTURY

Abstract

The present work investigated the role of intergenerational connections in the school environment and its impact on the development of essential skills for the twenty-first century, such as communication, cooperation, critical thinking and problem solving. Based on a qualitative analysis carried out in projects of the University of Maturity, of the Federal University of Tocantins (UMA/UFT), the research examined how interactions between different generations contributed to the strengthening of students' socio-emotional skills. The results indicated that the presence of older generations in schools promoted the sharing of experiences, the construction of social bonds and the development of a sense of belonging among the participants. However, the study identified obstacles that hindered the implementation of these practices, such as the lack of preparation of educators and the absence of specific educational policies. Thus, it was suggested that the adoption of continuing education policies for teachers and institutional support were essential for intergenerational interactions to become an integral part of the school curriculum. It was concluded that well-planned intergenerational practices could significantly enrich the teaching-learning process and prepare students to act ethically and responsibly in an increasingly diverse and complex society.