Lazer: significados e ressonâncias da educação não-formal do idoso
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Data
2009-02-05
Autores
Campagna, Jossett [UNESP]
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ISSN da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Considerando a educação humana como processo complexo, multifacetado, abrangente e continuado que perdura ao longo de toda existência e, ainda, o lazer como uma das vertentes da educação não-formal, o objetivo deste estudo qualitativo residiu em investigar os significados e as ressonâncias da educação não-formal da pessoa idosa, favorecida no contexto das vivências dos conteúdos culturais do lazer. Estruturado a partir de três indicadores (envelhecimento, educação, lazer), o estudo problematizou o significado e a percepção que tem o idoso sobre si mesmo, as possibilidades educativas não-formais no âmbito das vivências dos conteúdos culturais do lazer e as ressonâncias das atitudes pró-ativas no lazer com relação à predisposição para novas aprendizagens. Para isso, associou a revisão de literatura a uma pesquisa exploratória desenvolvida por meio de um questinário com vinte e quatro questões abertas, aplicado a uma amostra aleatória de cinquenta participantes da comunidade rioclarense, com sessenta anos ou mais, de ambos os sexos, de diferentes nacionalidades, profissões e níveis de escolaridade. A análise dos dados feita por meio da Técnica de Análise de Conteúdo Temático elegeu cinco sub-indicadores - biológico, psicológico, sociocultural, filosófico, pedagógico. Dentre os resultados sobre o ENVELHECIMENTO e seus desdobramentos, esse estudo constatou a existência de uma predisposição favorável atrelada às percepções positivas dessa etapa da vida, evidenciando num redimensionando da imagem social do idoso, frequentemente, associada às inexoráveis e intransferíveis perdas que essa fase acarreta ao ser vivo. A interveniência da EDUCAÇÃO, na preparação para o envelhecimento bem sucedido foi maciçamente exaltada pelos participantes, na condição de eternos, ativos e reflexivos aprendizes desse processo de mudanças...
Considering education as a complex, multifaceted and continued human process that lasts throughout the entire existence, and yet, leisure as an element of non-formal education, the purpose of this qualitative study was to investigate the meanings and the echoes of non-formal education of the elderly, favored in the context of cultural content of leisure experiences. Structured in three indicators (age, education, leisure), the study problematizes the meaning and perception of elderly about themselves; non-formal educational opportunities within leisure experiences and the ressonances of pro-active attitudes in their leisure time with respect to predisposition to new learning. For this, a literature review was associated to a survey developed by a questionnaire with twenty-four open questions and applied to a random sample of fifty participants of Rio Claro community, ages over sixty years, of both genders, different nationalities, professions and levels of schooling. Data analyses made by Content Analysis Technique have elected five sub-indicators - biological, psychological, sociocultural, philosophical and pedagogical. Among the results on Aging and its developments, this study found the existence of a favorable predisposition linked to positive perceptions of this phase of life, showing a reframing of the social image of the elderly, often associated with the inexorable and untransferred losses that this phase leads to be alive. The intervention of Education, in preparation for the massively successful aging was exalted by the participants, provided by the eternal, active and reflective learners of this process of change. There was a perception that all non-formal educational experiences can be seen as vehicle and object of education as a basis for learning to learn, to know, to be, and to live, attributes related to autonomy, discernment and personal responsibility... (Complete abstract click electronic access below)
Considering education as a complex, multifaceted and continued human process that lasts throughout the entire existence, and yet, leisure as an element of non-formal education, the purpose of this qualitative study was to investigate the meanings and the echoes of non-formal education of the elderly, favored in the context of cultural content of leisure experiences. Structured in three indicators (age, education, leisure), the study problematizes the meaning and perception of elderly about themselves; non-formal educational opportunities within leisure experiences and the ressonances of pro-active attitudes in their leisure time with respect to predisposition to new learning. For this, a literature review was associated to a survey developed by a questionnaire with twenty-four open questions and applied to a random sample of fifty participants of Rio Claro community, ages over sixty years, of both genders, different nationalities, professions and levels of schooling. Data analyses made by Content Analysis Technique have elected five sub-indicators - biological, psychological, sociocultural, philosophical and pedagogical. Among the results on Aging and its developments, this study found the existence of a favorable predisposition linked to positive perceptions of this phase of life, showing a reframing of the social image of the elderly, often associated with the inexorable and untransferred losses that this phase leads to be alive. The intervention of Education, in preparation for the massively successful aging was exalted by the participants, provided by the eternal, active and reflective learners of this process of change. There was a perception that all non-formal educational experiences can be seen as vehicle and object of education as a basis for learning to learn, to know, to be, and to live, attributes related to autonomy, discernment and personal responsibility... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Envelhecimento, Educação, Lazer, Idosos, Aging, Education, Leisure
Como citar
CAMPAGNA, Jossett. Lazer: significados e ressonâncias da educação não-formal do idoso. 2009. 166 f. Tese (doutorado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2009.