INTERGENERATIONAL EDUCATION: OVERCOMING AGEISM AND PROMOTING INCLUSION IN THE SCHOOL ENVIRONMENT

Abstract

This study aims to investigate intergenerational education and its contributions to overcoming ageism in the school environment, promoting the inclusion of young people, adults, and older adults in the teaching-learning process. The research aims to identify pedagogical practices that favor harmonious coexistence between different age groups and discuss the implications of ageism in the educational context. Teacher training strategies and public policies aimed at the inclusion of different generations in the school environment will also be addressed. The methodology adopted for this investigation will be predominantly qualitative, with an emphasis on a literature review of academic studies, articles, and books on intergenerational education, ageism, age diversity, and inclusive educational policies. The main educational theories that discuss the interaction between different age groups and the benefits of this interaction for collective learning will be reviewed. The main references that will support the study include authors such as Paulo Freire, who discusses education as a practice of freedom and collaboration, and Kenneth Gergen, who investigates intergenerational learning and the impacts of coexistence between generations in today's society. Other studies will be considered, focusing on inclusive pedagogical practices and the training of teachers to work with these differences. The study is also expected to demonstrate the importance of public policies that encourage intergenerational coexistence in formal education and the need for educators to be literate in order to deal with age diversity. Finally, the results may contribute to the formulation of pedagogical strategies that promote the exchange of knowledge and experiences between young people, adults, and the elderly, creating an educational space that values diversity and mutual respect.