Gerontologia educacional brasileira: causas e consequências do seu estado embrionário e das suas áreas majoritárias de atuação

Abstract

RESUMO

Este estudo apresenta resultados de pesquisa realizada sobre o desenvolvimento da gerontologia educacional brasileira, através de uma abordagem metodológica interdisciplinar. O referencial teórico está baseado em uma revisão sistemática da literatura disponível. Obtive os dados em pesquisas realizadas entre 2000 e 2019, sobre essa temática, inclusive, usando meios online: Portal da Capes, do INEP, do MEC, e do IBGE, Plataforma Lattes, Domínio Público, Revistas Científicas, etc. Constato que a gerontologia educacional brasileira, em suas três áreas majoritárias de atuação, se encontra em um estado embrionário de desenvolvimento. Concluo que, a permanecer a gerontologia educacional brasileira nesse estado embrionário de desenvolvimento, dificilmente, o (a) velho(a) brasileiro(a) construirá o seu empoderamento e tampouco serão construídos a solidariedade intergeracional e um envelhecimento populacional digno.

Palavras-chaves: Gerontologia Educacional; Educação; Velho(a); Estado Embrionário de Desenvolvimento.

ABSTRACT

This article presents the results of a research by means of interdisciplinary approach on the causes and consequences of the incipient state of the development of Brazilian educational gerontology, in its three main areas of application. A systemic review of the available literature yielded the theoretical background. I obtained the material here between 2000 and 2019, including online sources: portals of the Capes, INEP, MEC, IBGE, the Lattes platform, Domínio Público, scientific journals, etc. I conclude that some of the causes of the incipient state of the main three areas of Brazilian educational gerontology can be found in the lack of a national educational policy directed towards the Brazilian elderly population, as well as in the lack of any education on aging and in the lack of any specific education of professionals who are responsible for the several modes of elderly formal education. Several consequences result: the formal education offered to the elderly does not correspond to their educational needs; “myths” and stereotypes about old age, the elderly and aging are not questioned; preconceptions and discrimination about the elderly population continue; there is no professionalization of  educational gerontology. In conclusion, educational gerontology, with its three main areas, is a necessity and exigency in contemporary societies in order to confront a rapidly ageing population. It is needed for the elaboration and implementation of public policies for the elderly as well as for the creation of specific educational policies that contribute to the empowerment of the elderly Brazilian person.

Keywords: Educational Gerontology; Education; Elderly; Incipient State of Development.