ORIGINAL ARTICLE
BARROZO, David da Costa [1], MAGALHÃES, Diego Ventura [2], FERREIRA NETO, Luiz Reis [3], FERREIRA, Marilia Matos Gonçalves [4]
BARROZO, David da Costa; et.al. Cooperation and Integration between Teachers of Different Generations: A Challenge in the New Way of Teaching in Higher Education. Revista Científica Multidisciplinar Núcleo do Conhecimento. Year 03, Ed. 07, Vol. 07, p. 110-141, July 2018. ISSN:2448-0959. access link: https://www.nucleodoconhecimento.com.br/education/cooperation-and-integration
ABSTRACT
The objective of this work is to analyze, in higher education institutions, the methods of cooperation, integration and teaching methodologies between different generations of professionals. The theoretical foundation highlighted concepts, classifications and characteristics of the generations inserted in the job market (Baby Boomer, X and Y) and the challenges in the new way of teaching. The research was carried out from the bibliographic survey, documentary research of censuses and data from the Brazilian Institute of Geography and Statistics – IBGE and field research at the Faculty of Belém-Fabel. Therefore, analyzing the processes of cooperation and integration between professors from different generations of higher education results in a way of understanding the new ways of teaching, taking into account the points of view of institutional objectives and of professors and students of different generations.
Keywords: Cooperation, Integration, Teachers and Generations.
INTRODUCTION
The way of teaching has undergone significant changes over the years, for a long time man lived in isolation, we can remember the remote times when families raised some animals, owned plantations and lived by hunting in forests for their sustenance. This reality gradually changed in the family, social and organizational spheres.
Regarding education, it is possible to analyze throughout history a transmission of knowledge at the family level, parents or older relatives transmitted the knowledge they had to the younger ones. With the evolution of time, education becomes a great differential between individuals of the middle and upper classes, reaching a level of superiority, between those who have a higher education or those who do not.
In organizations, the environment is formed by professionals from different generations, that is, individuals born at different times and that each generation has characteristics, values, principles and expectations that are different from each other.
The individuals of the oldest generation, over 45 years old, are at the peak of their productivity, they are already saturated with all the technological evolution and fierce competition. Talking about innovation, for this generation, is almost meaningless. According to Men (2008) the individuals who make up the intermediate generation, aged between 30 and 40 years, are overloaded in such a way that time is incoherent for operational activities. However, they seek to retrain themselves through new courses, but feel insecure and unhappy. To speak of innovation is to find them skeptical and would be asking too much for them to offer creativity.
The new generation that arrives at companies brings innovations in terms of a differentiated reality. Also according to Men (2008) they are fruits of the digital age and capable of trying out several tasks at the same time. Young people surf the internet, listen to music, talk on the phone and on Windows Live Messenger[5] at the same time, without this getting in the way or causing any kind of embarrassment. This group is more creative and innovative than previous generations. And that is where the great challenge for companies arises, because in general, organizations lose their great job potential because they are unable to meet the expectations and stimuli of these young people. And the most creative are the hardest to maintain.
This work points precisely to the question of how to retain the new generations integrated with the older generations, since each generation has its own positive and negative characteristics, with professionals aged from 30 years old having the knowledge and experience and the younger ones creativity and innovation, with cooperation between them, results in the company’s economic growth.
With regard to the market, it is possible to analyze that society lives in a globalized market in which internal and external factors can influence organizations or institutions in a positive or negative way. The great differential that each company has is its employees, that is, its human capital who have knowledge, values, cultures and limitations.
The research problem is constituted by the following question: Higher education institutions in Belém-Pará are carrying out the process of cooperation and integration between teachers of different generations, with the aim of provoking multidisciplinarity in the educational method, aiming at the intellectual formation of students in an integrated way?
The aim of this problem is to investigate the processes of cooperation and integration of teachers of different generations in higher education institutions, with the aim of promoting multidisciplinarity in the educational method and in the integrated training of students. The differentiated characteristics of the generations with regard to skills, needs, limitations, good working conditions and teaching methodologies existing among the most diverse generations; differences between professionals of different generations, with regard to pedagogical methods; and its limitations that must be overcome through the expansion of the capacity to cooperate with each other, so that they can better achieve institutional objectives.
As a general objective, the study proposes: To analyze higher education institutions, referring to the methods of cooperation, integration and teaching methodologies between different generations of professionals.
And, as specific objectives: To determine the relationship between the ages and working time of the professors of the research locus institution and the characteristics of the generations of professionals; to investigate the differences between the different generations with regard to: skills, needs, limitations, good working conditions and identify the pedagogical forms according to the characterizations of each generation.
DEFINITION, CLASSIFICATION AND CHARACTERISTICS OF GENERATIONS THAT ARE IN THE JOB MARKET
Generations are a set of individuals born at the same time, each generation has characteristics, values, culture, beliefs and principles that are different from each other. Like every individual process, generations form as if it were a cycle and must always adapt so that they can live harmoniously with each other.
Cada geração possui características diferentes, com valores e princípios distintos umas das outras. Os ciclos começam com uma geração idealista, passando para uma reativa, seguida de uma geração com consciência cívica e, finalmente, chegando a uma geração de adaptação que, mais uma vez, direciona para uma geração idealista. Juntos, os quatro ciclos compõem um “século” (MCCRINDLE, 2002, p. 2).
The differences that exist between individuals from one generation to another with the passage of time and the formation of four cycles of generations form a century. However, what basically defines a certain generation is not the ages, but the historical, social and cultural events that a certain group of individuals has lived through; influencing their behavior.
Several theories exist for the exact age that defines a certain generation, which, in this work, is not the most important. The best definitions to characterize a generation are that they are a group of people who have shared historical experiences; values, vision and principles of common lives; similar ways of relating and dealing with work and life in different ways.
According to Moragas, (2003, p. 01) reports that the experience of the same historical events gives rise to:
Atitudes, sentimentos e condutas semelhantes, que permitem identificar os seus membros como sujeitos da mesma geração, do mesmo modo, identificam-se com outras variáveis sociais que facilitam a análise dos grupos, que podem ou não coincidir com idades próximas. A experiência compartilhada na escola, em organizações econômicas ou ideológicas, a profissão, o lazer, a história, as guerras, as revoluções, o estilo de vida, a moda, a música e qualquer denominador da conduta de grupos identificam-se também como geração, sem referência à idade.
With different characteristics that each generation has – resulting from the time in which they were born, their cultural references and several other factors -, these groups behave differently in the professional environment, which can generate misunderstandings and conflicts, in many cases. For this not to happen, managers need to understand that each generation is motivated to play different roles and that each one is influenced by different cultural issues.
Significant is the population growth in the world, and in the same way in the country and respectively in the State of Pará. According to the 2010 census, carried out by the Brazilian Institute of Geography and Statistics – IBGE, population growth in Brazil reached the mark of 190,755,799 inhabitants on the reference date;
According to the 2010 Census (IBGE, 2010) “the series of Brazilian censuses showed that the population experienced successive increases in its contingent, having grown almost 20 times since the first Census carried out in Brazil, in 1872”. The 2010 census carried out in Brazil, the most recent one, allows for comparisons of the fertility and mortality rates from 1872 to 2010. This comparison will allow us to understand the importance of demographic dynamics in the intergenerational relationship, in the current contemporary society.
Also according to the Census;
Até a década de 1940, predominavam altos níveis de fecundidade e mortalidade no País. Com a diminuição desta última componente da dinâmica demográfica em meados dos anos de 1940 e a manutenção dos altos níveis de fecundidade vigentes à época, o ritmo do crescimento populacional brasileiro evoluiu para quase 3,0% ao ano na década de 1950 (IBGE, 2010).
According to the 2010 census carried out by the IBGE, it is possible to analyze that in the 40s and 50s, there was an increase in the pace of population growth, through an increase in the birth rate. At this stage, the emergence of the baby boomer generation is characterized.
According to the 2010 census, “the greatest acceleration in the absolute growth of the population in Brazil occurred during the 1950s, when an increase of 18.1 million inhabitants was observed, corresponding to a relative increase of 34.9%” (IBGE, 2010).
During the 1950s, as presented by the IBGE (2010), they were characterized as the period that most grew the population index, due to the population increase factor, that is, the increase in the birth rate, such indices present very significant numbers in almost the entire timeline considering up to the present day.
Also according to the 2010 census (IBGE, 2010) in the early 1960s, the decline in fertility levels began slowly, accentuating in the following decade. This fact caused subsequent growth rates to also fall.
During the period mentioned above in the early 1960s, which marks the beginning of generation X, it is possible to observe the decline in fertility levels, as a result of the new social culture that began to be expressed.
Another population change presented by the 2010 census (IBGE, 2010) compared to the 2000 Census, the population of Brazil grew by 12.3%, which results in an average annual growth of 1.17%, the lowest rate observed in the series in analysis. This is another population shift that has happened throughout history.
Graph 1 shows the age pyramid in 2011
In the age pyramid of 2011, it is possible to verify its wide bases indicating the high birth rate, however, a narrowing of the referred base begins in relation to the pyramids of 1980; As we climb towards the top, it is possible to analyze that a narrowing continues, but less drastic compared to 1980, indicating a decrease in the mortality rate and low life expectancy for individuals. The population census numerically presented 181,551 men and 257, 508 women aged 80 (eighty) years. The fact of the incessant search for well-being, health and improvements in the quality of life. For a population to age, an increase in life expectancy and a decrease in fertility rates are necessary. In Brazil, the increase in life expectancy in recent decades has been astonishing.
According to Oliveira (2010, p. 11):
O crescente aumento da expectativa de vida do ser humano, a redução da natalidade, a ampliação dos meios de conexão entre as pessoas e o aumento do acesso e da velocidade no fluxo das informações são fatores extremamente relevante que criam um momento singular em toda a história conhecida da humanidade, pois nunca cinco gerações diferentes conviveram em uma mesma realidade.
In this sense, the aging of the Brazilian population has been accompanied by important changes linked to the development of new technologies, the increase in schooling, changes in family relationships, the universalization of social security, the improvement of health levels, among others. The change in the age pyramid provides behavioral and relationship changes even in nuclear and extended families; that need to live harmoniously despite the differences between individuals of different generations. In this sense, the IBGE in 2008 made a projection for birth and mortality rates in Brazil for the year 2050.
Graph 2 shows the age pyramid for the year 2050:
In the age pyramids projected for 2050, of men and women, it is possible to verify their narrow bases in the same projection of the top, indicating that both the birth rate indicator, as well as the mortality rate and life expectancy for individuals, are in balance, that is, the control of the birth rate, the increase in life expectancy and the low mortality rate, will be the consequence for the inversion of the Brazilian age pyramid.
The Inversion of the Brazilian Age Pyramid is not just a local reality. This fact occurs as a worldwide phenomenon, particularly in developed countries. The fact will imply in the contemporary social relations between these different generations, if the intergenerational integration and cooperation is not carried out, drastic problems may occur in the most diverse social, family, cultural and other segments.
According to Sarmento, (2005, pp. 375-376);
A inclusão do conceito de “geração” na análise das relações sociais contemporâneas parece ser uma indisfarçável necessidade, não apenas porque os processos de estratificação têm uma dimensão (também) geracional, mas também porque as relações intergeracionais têm constituído um aspecto vital na mudança social.
The need to associate the concepts of generation and intergenerationality lies in the fact of changes in social relations, since there is an inversion in the age pyramids and automatically in the relationships between these individuals. Another behind, the change in social roles; style or quality of life; distinct values and beliefs and the existing relationships between generations are the foundations for a profound transformation of social structures.
Many theorists have studied human behavior for decades, such studies were organized by generations of age groups because they have similarities.
All the characteristics already discussed can be analyzed through the perspective of the division of generations, which are: baby boomer, X, Y, Z and alpha, according to Oliveira (2010); Lipkin and Perrymore (2010) and Cerbasi and Barbosa (2009); however, this work will not address the issues of the Z and alpha generations, since these generations deal with children who are not in the job market and do not have very well-defined characteristics because they are in the process of building their values. Both generations have indicators or expectations that must be analyzed, structured and supported in future years.
In recent times, many analyzes of professional generations and their differences have been carried out. The subject has also become an agenda in institutions in the most diverse sectors, in discussing issues related to the profile of each professional, differentiated characteristics, their limitations and the importance of expanding the ability to cooperate with each other, so that they can better achieve the organizations’ goals. These are some of the subjects addressed in these analyses, discussions and academic and business areas, since the subject is of relevance to society.
When analyzing the data in detail, it is detected that the fact of population growth is not due to the increase in the birth rate, but the prolongation of the life expectancy of individuals, that is, the mortality rate is decreasing in proportion to the decrease in the rate of birth.
Brazil experiences a process of deep transformation in the age pyramid in a short time, this fact is not only a reality in Brazil, many developed countries and others that are still walking towards this reality are already undergoing changes in their age pyramids.
As can be analyzed in Oliveira (2010), the increase in people’s life expectancy is due to many aspects caused by the improvement and scientific and political advances and greater dissemination of information. The fact that people are healthier, with better quality of life and willing to continue their professional activities, makes the relationship between generations happen.
According to Lima, (2007, p. 11);
A redução crescente dos nascimentos equivale à redução das proporções de jovens, enquanto o aumento relativo dos restantes grupos etários irá, em médio prazo, afetar de novo o equilíbrio intergeracional pela correspondente redução dos jovens adultos e dos adultos ativos, e o que significa exatamente isso?
The question presented by the author about the intergenerational balance serves as a parameter for several debates and reflections. Also according to the author;
O que fazer com os muitos milhões de velhos que já estão tendo hoje uma perspectiva de ócio e desperdício vital nos 20, 30 anos (que logo poderão ser 40 ou 50) após a aposentadoria? [..,] o que fazer com seus filhos e netos triturada por uma engrenagem social de obsolescência rápida e planejada do ser humano, que faz pairar sobre profissionais de 30, 35 anos o fantasma do e se eu perder o emprego? A sociedade de modo geral deve reestruturar-se para absorver o potencial disponível de seus cidadãos desocupados, desempregados, subempregados, aposentados – jovens, adultos, idosos (LIMA, 2007, p. 11).
Based on the author, contemporary society adapts to the new reality presented. Recently a detailed study carried out by Cornell University found that about a third of all professionals in the older generations are planning a second career, finding themselves in their early teens or golden years. The survey noted that in the United States there are more than 77 million people in this generation, 26 million in their sixties intending to re-enter the job market. There are many workers with different age groups (MOEN; PLASSMANN; SWEET, 2001).
This reality increasingly becomes a fact not only for developed countries but also for emerging countries, for example Brazil, which in the current economic scenario is a country with great potential.
For Oliveira (2010, p. 58) “People have preferred to continue working, even after retirement. But the positioning for work is a little different”. As we can observe even in a non-scientific and proven way, but this is not the case here in question, great changes have occurred between different generations throughout history, such events mark conflict of ideals regarding the use of technology, knowledge, culture, value, learning mode and its limitations.
Essa fase nos mostra um choque de ideias mais profundos, sendo, na verdade, um choque entre gerações que mudam radicalmente a forma como encaram o uso da tecnologia, do conhecimento, da cultura e, obviamente, do tempo e do dinheiro (CERBASI; BARBOSA, 2009, p. 21).
The reality presented by Cerbasi and Barbosa (2009) can be analyzed in our daily lives, both in the work and family environments. The clash between generations happens daily, directly or indirectly, it is up to individuals to seek resources or methodology for a good coexistence and integration, in order to minimize such friction.
According to Oliveira (2010, p. 59):
Outro aspecto de grande impacto na realidade das cinco gerações é a diferença de atitudes e características de cada uma delas. Essas atitudes estão interferindo de forma diferente sobre as escolhas, expectativas e motivações das pessoas, alterando completamente a qualidade dos relacionamentos e provocando desgastes e perda de energia.
The aforementioned author comments that another aspect that causes great impact among the existing generations are the differences and characteristics that each one has. These intergenerational shocks cause wear and tear and energy loss among individuals. So that the scenario of friction presented by the generations is minimized, the behaviors must be supplied by the integration and cooperation between the generations in a harmonious way.
Another important aspect to be highlighted is presented by Moragas (2003, p. 06):
O preconceito etário cria categorias falsas para os adultos que trabalham, […] o trabalhador idoso é menos seguro, sofre mais acidentes, é menos estável […] apresenta mais dificuldades para aprendizagem, […] não pode participar como trabalhador produtivo.
Although each generation has limitations, this does not mean that one generation is more productive than another. As the author himself reports, the fact is nothing more than mere age prejudice, every human being has the ability to develop, according to their potential and profile. Integration and cooperation, as already mentioned, should provide a healthy organizational climate in which individuals begin to acquire some satisfaction in carrying out their tasks. In addition, such cooperation between generations will make it possible for the population to age in a more dignified way and delay its dependence.
According to Lima (2007, p. 41);
[…] a importância da sociedade se preparar, com todas as suas gerações, para a troca de informação, comunicação, e solidariedade, visando a que essa população possa envelhecer melhor e retardar uma dependência, principalmente física, que atinge principalmente pessoas com mais de 80 anos.
It is a fact that all generations, through the natural cycle, must reach the third age. This fact should be a concern not only of those who are already at this age, but also of those who “walk” in this direction. The aggravating factor in social relations presented by Lima (2007, p. 41) of aiming at the importance of society preparing itself, with all its generations, for the exchange of information, communication, and solidarity, aiming at that this population can age better and delay a dependency, it must become a commitment not only in the individual aspect but also collective, that is, not only personal, but organizational.
As already presented, the rate of elderly people working or thinking about their replacement in the job market, increases gradually, in the same proportion the market seeks young people to oxygenate their organizations.
Among the different generations, it is possible to analyze that the younger generations demand a work environment that not only provides satisfaction but also meets their physical, social and selfish needs; characteristics not highlighted in older generations. However, we must take into account that much of the individual’s time is summed up in the work environment.
According to Visigalli; Morais, (2010, p. 84);
Passamos cerca de um terço das horas do dia no trabalho. Isso leva a crer que devemos esperar que o trabalho satisfaça muitos dos tipos de necessidades – físicas, sociais, egoísticas – e que, além disso, essas necessidades possam ser satisfeitas de muitas maneiras diferentes – fora do trabalho, em torno do trabalho e através do trabalho.
According to Visigalli; Morais, (2010) the individual spends about a third of the hours of the day in the work environment, in this sense the work has to satisfy the needs of professionals. However, when organizations adopt programs taking into account different generations, it is necessary to understand that each generation has different needs.
Another challenge for people management is presented by Debert, (2004, p. 52) reports that “the process of grouping people according to their generation is totally different from that of grouping people according to their stage of maturity and their chronological age”, permeates the integration of different generations that have ideological philosophies, values, culture, and different life stories.
In this phase of the work, each one of the generations will be analyzed in depth, so that it can make a comparison of its characteristics and, respectively, of its pedagogical forms, it is necessary to understand the great complexity existing in each generation and the existing barriers to make it they have cooperation and integration in their work environments.
Many authors have researched and researched the profiles of the Baby Boomers, X, Y, Z and Alpha generations, but they do not always present exactly the same periods to identify the birth of the members of each of the groups. However, the authors who approach the subject do not differ significantly, in the description of the characteristics of the people who make up these generations, the historical, social and cultural influences that each generation had (TULGAN, 2009; CERBASI; BARBOSA, 2009, OLIVEIRA, 2010; LIPKIN; PERRYMORE, 2010).
Table 1 contains a summary of generations in the labor market.
Table 1 – Summary of generations inserted in the labor market
| Generations | Period | Age group
(years old) |
Technological Influence on related communication in each generation | Mark |
| Baby Boomer | 1945-1960 | 67-52 | – Maximization of television, keypad phone and memo usage | – Authoritarian, rigid and disciplinary education.
– Need to restructure their countries. – Strictly traditional cultural training. – Popularization of television.
|
| X | 1960-1980 | 52-32 |
– Cell phones, conference calls and email. |
–
Fall of the Berlin Wall. -Start of the microcomputer. – Hippie culture. – Feminist movements. – Emergence of the contraceptive pill. – Liberation of sexual behaviors. – Insertion of women in the labor market. – Beginning of divorces between couples. – Structural changes in families. |
| Y | 1980-2000 | 32-12 | -Smartphones, social networks on the internet, webcams, text messaging, Instant Messaging, etc… | – Intimacy to technology and internet.
– Divorced couples. – Parents working. – Living in semi-isolated form. |
Source: Author’s own, based on: Lipkin and Perrymore (2010); Oliveira (2010).
Through table 2, it is possible to observe the generations that are inserted in the job market, the period that comprises the respective generation, age group (years), the technological communication related to each generation and the milestones.
It is important to highlight from this table the data regarding technology in communication, since it has so far had great repercussions on the behavioral change of individuals. For Lipkin and Perrymore (2010, p.94) “due to rapid technological advances and their positive and negative consequences, a large intergenerational gap has opened up in terms of communication”.
The wide range of communication technology existing in the period of generation Y, unlike previous generations, the fact provides this intergenerational gap presented by Lipkin and Perrymore. However, according to the same authors (2010, p. 95) “several generational dialects and conflicts between cultures of different generations emerged. […] As each generation has its way of communicating, misunderstandings and disagreements arise”.
The existing differences due to communication and technology that have advanced over the years, according to the aforementioned author, provide misunderstanding and misunderstanding between generations.
The referred fact that must be through the integration and cooperation between the individuals of the generations; an environment conducive to the development of knowledge between generations and knowledge of the existence and characteristics of each individual that make up a particular generation.
A CHALLENGE IN THE NEW WAY OF TEACHING
It is necessary to understand that “just as the human being is a complex being, as it concentrates different and diverse phenomena capable of influencing their actions and transforming themselves, always, so is knowledge” (PETRAGLIA, 2008, p. 58). ). Cooperation and integration between different generations is a necessary reality in all areas of individuals: family, school and professional.
In this sense, this type of cooperation and integration must take place in the school environment, taking into account two dimensions: the first between teachers/teachers and the second between teachers/students, having the notion that most institutions have teachers from different generations, as well as differentiated between teachers and students.
For Petraglia (2008, p. 105) “it is necessary to consider the crisis and uncertainties that societies are experiencing today. It is a planetary crisis, which can be faced with the collapse of the frontiers of science and knowledge, which are complex”.
According to Imbernón (2010, p. 21);
O professor e professora não deveria ser um técnico que desenvolve ou implementa inovações prescritas, mas deveria converter-se em um profissional que deve participar ativa e criticamente no verdadeiro processo de inovação e mudança, a partir de e em seu próprio contexto, em um processo dinâmico e flexível.
Students have an attachment and facilitation by virtual sources, visits to communities, messages posted “online”, recordings and footage authorized or not, that is, all equipment and state-of-the-art programs. It is noticed that the technological skills and expectations of knowledge acquisition between different generations are consolidated by the cultural structures of the communities (virtual and social), in a different way. Paulo Freire (2006) refers to the role of the educator as a conciliator, a mediator in the art of establishing strategies that favor dialogue between subjects.
O educador, a serviço do diálogo, acredita, em seu poder de criação e crítica. Estabelece, a partir de sua convivência com o educador e educando, a construção da equidade na situação que vivem. Uma pedagogia que elimina pela raiz às relações autoritárias, onde não há “escolas” nem “professor”, mas círculos de cultura e um coordenador cuja tarefa essencial é o diálogo (FREIRE, 2006, p.34).
The need for meaningful formation, the dialogue of generations present in the context, becomes visible.
A integração ao seu contexto, resultante de estar não apenas nele, mas com ele, e não a simples adaptação, acomodação ou ajustamento, comportamento próprio da esfera dos contatos, ou sintoma de sua desumanização, implica em que, tanto a visão de si mesmo, como a do mundo, não podem absolutizar-se, fazendo- sentir-se um ser desgarrado em suspenso ou levando-o a julgar o seu mundo algo sobre que apenas se acha. A sua integração o enraíza (FREIRE, 2006, p.35).
Faced with the new contextual realities and the aspects that each generation brings with it of knowledge, skills and attitudes – CHA. It is necessary that teachers do not ignore the new realities.
Não podemos ser ingênuos e desconsiderar que todas essas mudanças denotam o agressivo processo de globalização a que todos estamos submetidos. Esse processo chegou, para a grande maioria dos professores, sem aviso prévio, mas ele é uma realidade; ou mudamos nossa forma de fazer educação ou estaremos mais uma vez fadados ao insucesso. A mudança é irreversível (CASTANHA; CASTRO, 2010, p. 32).
The change in the didactic form is already a reality present in many institutions, according to Castanha e Castro, (2010) who warns “either we change our way of doing education or we will once again be doomed to failure”. Changes are necessary so that a favorable educational environment can be created, for intellectual development and for carrying out the teaching-learning process.
As Castanha and Castro (2010) emphasize the need to rethink the teaching techniques that must be used in the increasingly urgent classroom. The old techniques such as: teacher who keeps his back to the student, who always uses the same methodology or resources, who does not seek connection to the network and to the world, as exemplified by the author, should be replaced.
Imbernón (2010, p. 11) emphasizes that “the most important thing is that broad sectors demand that education come closer to ethical, collective, communicative, behavioral, emotional aspects, all of which are necessary to achieve a democratic education of future citizens” (2010, p. 11). In this sense, it is important to emphasize that traditional education needs a transformation in the way of teaching, still according to Imbernón (2010, p. 12) reports that:
Renovação da instituição educativa e esta nova forma de educar requerem uma redefinição importante da profissão docente e que se assumam novas competências profissionais no quadro de um conhecimento pedagógico, científico e cultural revisto. Em outras palavras, a nova era requer um profissional da educação diferente.
The renewal of educational institutions reported by the author in the way of teaching is due to the fact that for many years education prioritized the transmission of academic knowledge or the transformation of students’ common knowledge into academic knowledge. For Imbernón (2010, p. 14) “the profession has other functions: fight against social exclusion, participation, motivation, group animation, relationship with social structures, with the community… formation: initial and permanent”.
É preciso que o professor repense a sua forma de atuação. O seu papel mais importante na atualidade é o de mediador, para que então exerça a mediação entre a informação disponível e o aluno. É necessário que crie ou mobilize espaços, recursos e estratégias mais adequados (CASTANHA; CASTRO, 2010, p. 33).
The new pedagogical form provides that “teachers will act more as mentors and tutors of learning to help students discover the approach to learning that, for them, makes the most sense” (CHRISTENSEN; HORN; JOHNSON, 2009, p. 113). In this sense, for Castanha e Castro (2010, p. 33) the teacher “needs to be a manager of the learning process, in order to enable the construction of autonomy and authorship of students. Students need to learn to learn”.
In addition to the new attitude required of teachers, turning them into advisors and tutors of learning, this is further evidence of the need for teachers to “be reflective and seek pedagogical strategies that meet the educational needs of young people” (CASTANHA; CASTRO, 2010, p. 36) of younger generations.
All educational institutions, from kindergarten schools to universities, must have a new look at the existential situation of different generations. It is of fundamental importance to carry out activities that provide the teacher with qualification and development, through improvement programs among the institution’s own teachers, allowing cooperation and integration between them.
It is also necessary to understand that the problem of resistance in the process of transformation in the way of teaching, in aspects of pedagogical methods, is often not only in the teachers, but in the social and educational political processes (IMBERNÓN, 2010).
The imposition of teachers as mere executors of the curriculum, perhaps made teachers see innovation as an external determination, artificial and separate from the personal and institutional contexts in which they work (IMBERNÓN, 2010). Also according to Imbernón, (2010, p. 21) “all this has put a collective to sleep that often feels incapable of innovating, thus losing the ability to generate new pedagogical knowledge”.
Another action that must be carried out in institutions that consider the themes of different generations to be of great importance is the alignment of this commitment with the Pedagogical Political Project – PPP or with its own curriculum.
Well Chestnut; Castro (2010, p. 31) points out that:
Como educadores, sabemos que o processo de aprendizagem é relacional e, como tal, precisa estar instituído no coração do currículo. A necessidade do estabelecimento do vínculo é fundamental. O docente precisa conhecer e fazer uso das ferramentas tecnológicas utilizadas pelos alunos. Essa pode ser uma das estratégias de estabelecer esse vínculo.
When preparing the PPP or curriculum, it is necessary to take into account almost all the variables that involve the contextual environment in which the institution is inserted. For Petraglia (2008, p. 79);
O currículo escolar é mínimo e fragmentado. Na maioria das veze, deixa a desejar tanto quantitativa como qualitativamente. Não oferece, através de suas disciplinas, a visão do todo, do curso e do conhecimento uno, nem favorece a comunicação e o diálogo entre os saberes; dito de outra forma, as disciplinas como seus programas e conteúdos não se integram ou completam, dificultando a perspectiva de conjunto, que favorece a aprendizagem.
When elaborating such a curriculum, it is necessary to consider the complexity, which is explained through the multiple influences of the act of thinking, intervening in the teaching-learning process. Moreira (2000) emphasizes the importance of obtaining data on what happens during teaching activities, that is, on the real environment, which makes it possible to research students’ interests. Such research “can provide very useful information to professors who wish to better understand the dynamics of their classes, from the student’s point of view” (MOREIRA, 2000, p. 116).
Research is a resource that should “facilitate changes, both in terms of meeting the objectives of a course, and in organizing an environment where students are more satisfied and feel more motivated” (MOREIRA, 2000, p. 116).
The understanding that institutions are formed by individuals from different generations and with different personalities, values, limitations, qualities and characteristics, influenced by the aspects mentioned above. These are some of the “problems and other confusions that make us believe that the school has not yet defined its role in the current historical, social and political context, needing to build its identity” (PETRAGLIA, 2008, p. 79). The construction of institutional identity, given the historical, social and political context is:
Um processo de construção perene e gradativo, que ocorre de dentro para fora e de fora para dentro, simultaneamente, em que as possibilidades individuais de cada um e do grupo são colocadas à frente das circunstâncias limitadoras que nos são impostas (PETRAGLIA, 2008, p. 79).
The entire process of building and developing the curriculum requires, however, that people are involved, wanting to carry it out, providing improvements when necessary, as well as continually learning day by day (PETRAGLIA, 2008).
The establishment of a bond between teacher and student for a few years was considered an act of disrespect and often unnecessary, since the teacher was the absolute holder of knowledge and was only responsible for transmitting information (knowledge).
Tudo isso implica considerar o professor com um agente dinâmico cultural, social, e curricular, capaz de tomar decisões educativas, éticas, morais, de desenvolver o currículo em um contexto determinado e de elaborar materiais curriculares com a colaboração dos colegas, situando o processo em um contexto específico e controlado próprio coletivo (IMBERNÓN, 2010, p. 22).
At the beginning of the 21st century, it is possible to affirm that the teacher needs to know his class, or rather, his students: their characteristics, values, desires, needs, limitations and qualities, so that in the best way he can provide the classroom with a favorable environment for the intellectual development.
For Castanha e Castro (2010, p. 34) “interdisciplinary projects[6] present themselves as one of the efficient pedagogical strategies to support learning in times of change. They allow the teacher to be monitored effectively, regardless of the technologies being used”.
Além dos elementos conceituais no processo de aprendizagem, o trabalho com projetos interdisciplinares favorece a cooperação, a relação mais solidária com seus pares e a conquista da descentração, tão necessárias para a superação do egocentrismo e imediatismo que caracterizam a geração Y (CASTANHA; CASTRO, 2010, p. 36).
In terms of higher education, the lack of didactic training of the professor who works at this level impairs the quality process offered in the courses. For Moreira (2000, p. 115) it is highlighted that:
Acreditamos que a pouca importância é atribuída à sala de aula do terceiro grau, enquanto objetivo de estudo, prejudica sobremaneira a reflexão sobre a qualidade do ensino oferecido em nossos cursos de graduação, assim como a organização de iniciativas que visem a melhoria do ensino e a capacitação didática do docente que atua nesse nível.
Education focused on different generations of professionals should guide all pedagogical political action of higher education institutions in order to promote that “training processes should provide teachers with knowledge, skills and attitudes to develop reflective professionals and researchers” ( IMBERNÓN, 2010, p. 22).
The development of CHA must be constant for both teachers and students of different generations, seeking to form individuals with flexibility to face human and knowledge complexities.
The process must culminate in the behavioral change of those involved in the process, since knowledge is key to the change of individuals. In this sense Imbernón (2010, p. 40);
Devemos evitar a perspectiva denominada genericamente técnica ou racional-técnica e basear os programas de forma de desenvolvimento de competências (com um conceito determinado de competência como habilidade técnica) que consistem em determinados tipos de estratégias tendentes a realizar a mudança com procedimentos sistemáticos que pretendem fazer frente à complexidade educativa com garantia de êxito.
The CHA development process is continuous and permanent, both for professors and students. As far as teachers are concerned, it should provide training for them, who must abandon, according to Imbernón (2010, p. 42) “the concept of traditional, academic or encyclopedic teacher and that of the technical specialist […], whose the primary function is the transmission of knowledge”.
When considering the professional characteristics of each different generation, with a focus on teachers, it is necessary to emphasize, as in other professions, the development comes from several factors: “the salary, the demand of the labor market, the work climate in the schools where the career of teachers is exercised, etc and, of course, the ongoing training that this person carries out throughout their professional life” (IMBERNÓN, 2010, p. 46).
Each generation, as previously mentioned in this research, has its own expectations of each generation and it is no different in the educational environment. Below we will analyze some features:
Baby boomer generation professionals seek good salaries, promotions as a result of loyalty in institutions, not taking into account their personal goals and expectations, competitive and focused on objectives and goals, they have difficulty in losing status and power, for these professionals leadership is to command and control, is not concerned with quality of life and has a difficult relationship with new technologies. (LIPKIN AND PERRYMORE, 2010; OLIVEIRA, 2010; BANOV, 2011).
Generation X professionals have experience and dedication, they have an unconscious fear of being fired or threatened by someone from generation Y, they also have commitment and loyalty to the company, focus on objectives and goals, balance their personal and professional lives, have an intermediate relationship with technology. (LIPKIN AND PERRYMORE, 2010; OLIVEIRA, 2010; BANOV, 2011).
On the other hand, Generation Y have self-esteem that does not change their values, are dazzled by challenges, and want to do something their own way, seek the realization of their dreams, are impulsive and fearlessly face positions of power and authority, are multitasking individuals, have close relationship with technology, facility with virtual meetings, they want flexible hours from the organization and have informal clothes, difficulties with hierarchy, live in networks and hate bureaucracy, controls and routine activities. (LIPKIN AND PERRYMORE, 2010; OLIVEIRA, 2010; BANOV, 2011).
“Mixing generations at work can be an exciting and enriching experience at best, but an irritating and frustrating experience at worst.” (KAYE; EVANS, 2004, p.193). In this sense, educational institutions have professionals from the three generations in their staff, as analyzed with different characteristics. Through good coexistence, cooperation, integration in activities, provided to students who are also from another generation, the institution will have its own identity not neglecting the individual and current context that each generation has suffered or is influenced by.
Education starts to take on an expanded dimension, 21st century students seek answers to the problems faced by society such as environmental, social and economic issues; they are using technology to seek information and solutions to their problems; these students spend much of their time using new technologies in a multitasking way, their parents as a profile of the modern family spend much of their time in the work environment. The socio-affective side of these students is at the mercy of technological resources.
In this sense, the teacher of that century must provide that the classroom becomes an environment conducive to the social interaction of these students, making them individuals capable of analyzing and criticizing the problems faced by modern society. In addition, teachers must consider the benefits that technology can provide in the educational environment.
Another relevant aspect that teachers should raise is about the importance that new generations give to environmental and social issues, never so well observed in previous generations.
The socio-affective issue of students becomes of great significance in the teaching-learning process for the 21st century. Young people, due to the high permanence and use of technology, fail to perform tasks that prioritize communication, interaction and personal dialogue. For example, the issue of common children’s games in the past, such as football, kites, shuttlecocks and others, can be mentioned, which stimulate the development of social interaction and personal dialogue, since the same children and young people currently prioritize games and networks of virtual relationships.
In addition to barriers to communication, integration and dialogue, the absence of these activities causes socio-affective problems . That is, individuals with difficulties in performing and maintaining social relationships and with serious affective problems are formed.
METHODOLOGY
The methodology used in this investigation adopted a non-experimental, descriptive and qualitative study with some quantitative data and with the characteristics of a case study, because it characterizes, without manipulation, the profiles of teachers of the Baby Boomers, X and Y generations; from the Faculty of Belém-Fabel, located in the state of Pará-PA, in the municipality of Belém.
For Hernandez Sampieri; Fernandez Collado; Baptista Lucio (2006, p. 109) the objective of descriptive research “consists of describing situations, events and facts, that is, saying how a certain phenomenon is and how it manifests”. In this sense, the investigation proposes to analyze in a descriptive way the characteristics of the individuals that make up the generations of professionals (teachers) from different and the adopted forms of cooperation and integration between them in the institution locus of the research. Quantitative and qualitative data will be processed and organized in a clear way, enabling readers to better understand the subject.
To carry out the data collection, the technique of document analysis was applied through official documents, theses and articles from different generations of professionals, cooperation and integration and aspects of the education area. In addition, the interview technique was applied, with the application of a non-structured script, to the members, higher education professors of the Administration course of the Faculty of Belém – FABEL, and the technique of observation through photographs and observation list of the pedagogical techniques adopted by teachers from different generations. Finally, the analysis and systematization of the collected data will be developed, confronting them with the theoretical framework constructed.
RESULTS AND DISCUSSIONS
To determine the relationship between the ages and working time of professors at the research locus institution and the characteristics of generations of professionals
The first three questions in the interview carried out with the professors of the Fabel Administration course concern age group, time of work in the area of education in the institution or in another and time of service in the institution locus of the research. The approximate age range of each generation was taken into account for the realization, that is, for generation Y 12 – 32 years old, X 32 – 52 years old and Baby Boomer 52 – 67 years old. Table 2 contains the collected data. Table 11 shows the age group, generation time in the institution and in the area of education of the teachers interviewed.
Table 2 – Statements of Fabel professors
| Classification of generations | * Age range | Percentage | Institution time | Percentage | |
| Y | 12 -32 years old | 0 | Up until 1 years old | 1 | |
| X | 32 -52 years old | 11 | 1-5 years old | 5 | |
| Baby Boomer | 52 -67 years old | 1 | 6- 10 years old | 6 | |
| **Time working in the field of Education | 3 to 20 years old | ||||
| * It is designed based on the age of Baby Boomer, X and Y generations. ** It is the average time of the teachers interviewed. |
|||||
Source: Diego Ventura Magalhães
The precise dates for the beginning and end of each generation may even be different in the view of each author, but the central essence of cultural, social and economic phenomena; that influence the behavior of individuals of a given generation have similarity. In this sense, the research revealed that in the teaching staff of the Fabel Administration course, 11 (eleven) are characterized as being from generation X and 1 (one) from the Baby Boomer generation, not containing professionals from generation Y.
Inquire about the differences between different generations in terms of skills, needs, limitations, and good working conditions.
In the globalized world that goes through constant changes in the development of work, in all areas. It is not possible only with the knowledge acquired in the university training course, to guarantee placement of a professional in the job market, or even the fact of having worked for many years in the same company, which until a few years ago was considered an important factor, these are no longer taken into account at the time of professional insertion.
Faced with this scenario, in which the job market is competitive and institutions are increasingly looking for qualified people to meet their strategic objectives, the need arose to think about what skills are needed for each employee who make up the staff.
Among the interviewees, it is possible to analyze through the answers (which follows table 3) the characteristics, competences and abilities considered to be their strengths.
Table 3 – Characteristics, knowledge, skills and abilities of teachers.
| Identification | Generation | Features | Knowledge | Skills | Ability |
| Teacher |
X |
Determination,
Responsibility |
National and international specializations,
Qualification courses |
*** | Experience in the retail market (23 years) |
| Teacher C | X | loyalty to the company | *** | Teaching Practice | Research Incentive |
| Teacher E | Baby Boomer | Organization,
Leadership, |
Titration | *** | *** |
| Teacher F | X |
Proactivity
|
Titration | Technical Capacity | Member of the National Evaluators (publications) |
| Teacher G | X | Punctuality,
Communicative, Dynamics, Persistent, Charismatic, Honest |
*** | *** | *** |
*** It symbolizes that the teachers interviewed did not inform such a requirement outlined in the table above.
Source: Teachers interviewed (2013).
In view of the answers presented by the interviewed professors (2013), it is possible to analyze that most of the characteristics, knowledge, skills and abilities provided by them are related to those theoretically addressed by the authors. It should be noted that because the institution does not have generation Y professionals, it was not possible to identify such aspects for professionals from this generation.
All the interviewees presented their characteristics in a simple and precise way, however, when outlining the Competencies, Abilities and Attitudes-CHA, not all of them presented answers to the question, thus presenting gaps in the demonstrative table.
Tracing the CHA’S of employees is of fundamental importance to strengthen or offer qualification courses for employees. When referring to the CHA point of view, it is possible to define which knowledge has knowledge as its main focus, that is, they are based on technical knowledge, education and courses taken. In terms of skills, the main focus is know-how, that is, it is based on experience, knowledge, having put the acquired knowledge into practice. Attitudes: its main focus is wanting to do. It is based on having compatible attitudes to obtain results in relation to the knowledge and skills acquired or to be acquired.
In this sense, with the constant changes in the world and the evolution of the age of knowledge, it is necessary to determine the consolidation of knowledge, skills and attitudes that determine the new teaching profile is of paramount importance for the effectiveness of the practices adopted in the classroom.
With regard to good working conditions, this is a matter of great relevance in contemporary management, since it is directly linked to the Quality of Work Life – QWL[7] of employees. In this sense, its understanding necessarily passes through the worker’s word and perception and not only through the observation of procedures, behaviors and acts, however detailed they may be.
However, it is necessary to understand that one cannot confuse QWL with improvements only in working conditions (that this is just one aspect of QWL), as was practiced in organizations that used improvements in the work environment in order to calm down and contain the spirits of the employees who complained about the terrible conditions to which they were subjected.
In this sense, modern man must be understood under a biopsychosocial aspect, that is, people formed according to many specialists by three dimensions: biological, psychic and social. The biopsychosocial model represents an attempt to integrate the “psycho” psychological and the “social” environment into the “bio” biomedical model.
Biological aspects include genetics, viruses, bacteria and structural defects and other physical diseases, that is, man receives influences from his organism internally; from the psychological aspect, from their own perception, experiences and experiences in the world (including beliefs, stress, emotions and behaviors) and finally, the social aspects are linked to social norms of behavior, social relationships, social classes and ethnic groups.
According to research carried out by psychology, which sought support from other sciences to make such a statement, the person is composed of the three aspects, in an integrated way, when one of the aspects is not in perfect condition, the other two end up being shaken, since the they live together in complete harmony.
When analyzing man as a biopsychosocial being, it is possible to come across the reality that can influence the individual through his psycho aspect, which are motivations. According to Frederick Herzberg, he considered motivation as being the result of the hierarchy of human needs that are: Physiological, security, love / Relationship, esteem and personal fulfillment.
Necessitamos de motivos internos para que possamos definir e alcançar os nossos objetivos. Motivação é a vontade, o motivo que nos leva à ação. Os desejos, aspirações, necessidades têm influência na escolha de alternativas ou caminhos, atuando como mola propulsora do comportamento de cada um (AZEVEDO, 2000 p.99).
In Soto’s view (2002, p.66);
O estudo da motivação permite entender, conhecer o comportamento humano, o que, por sua vez, permite prevê-lo e, portanto, controlá-lo (autocontrole ou heterocontrole) por meio do controle das necessidades ou motivos que impulsionam o comportamento e dos objetivos ou metas que o dirigem.
With this prism of man as a biopsychosocial being that through his motivations and control of his behavior to achieve institutional goals it is of fundamental importance to provide good conditions and favorable quality of life at work.
With regard to working conditions in the institution locus of the research, it was possible to analyze that all prioritized the physical structure of the institution, with some exceptions that, in addition to these, presented other relevant conditions for the execution of their activities. It is worth mentioning that by law it is a basic obligation of the employer to ensure the basic conditions for the employee to carry out his activities.
For professor C, good working conditions are “when the employer makes available all the material and resources necessary for the professor to perform his/her function effectively. For example: equipment, market compatible salaries and coordination support”. In this sense, Professor M “has air-conditioned rooms, good desks, growth projection, fair salary compatible with the market and activity carried out”.
Professor B emphasizes that “it is having all the necessary resources to carry out the tasks. I felt this difficulty here”. Professor B, through his answer, presents a problem that he faced in the researched institution, as observed in locus, the institution provides the professors with a computer, datashow, television and DVD player; to carry out their classes, however, it is necessary for the teacher to make the request to the responsible sector.
Through the answers, it is possible to analyze that good working conditions, for the interviewees, are related to infrastructure, salaries and support from the coordination (from superiors), such characteristics can be analyzed in the Baby Boomer and X generations. In this sense, it is possible to affirm that the Theoretical characteristics of the generations are aligned with the practical characteristics of the teachers interviewed from the Baby Boomer and X generation.
Identify pedagogical forms according to the characterizations of each generation
Today, there are many methodologies that can be adopted in the classroom, from the most traditional to the modern ones. The traditional expository class became obsolete and presented the proposition of a new expository class, consistent with the present. In the past, as the class took into account the contents, the teacher almost ignored the student and his desires.
Today, it is essential to teach an attractive class, interesting for students and that arouse interest in seeking new information on the internet or other means. In this sense, it is necessary that teachers understand who their students are, their way of life, their mental model and their characteristics.
The educational institutions present in the present cut of the timeline most of the students belonging to the Y generation and, soon, the members of the newest generation, Z. And the university professors are from X and even Baby Boomer. For this reason, it is a classic generation gap causing important impacts on the teaching-learning process.
Through table 4 it is possible to find the answers of the interviewees regarding the methodologies adopted in the classroom, the methodologies adopted by all have similarities.
Table 4 – Methodologies adopted by the interviewed professors.
| Identification | Generation | Methodologies |
| Teacher A | X | Lecture, practical classes and group activities. |
| Teacher D | X | Debate, mock jury, integrated panel, dialogued class and electronic surveys. |
| Teacher E | Baby Boomer | Lectures, exhibitions and debates based on texts. |
| Teacher F | X | Lectures, group activities and company games |
Source: Diego Ventura Magalhães
With regard to the methodologies adopted by the teachers interviewed at the institution locus of the research, it is possible to analyze that they use a range of different methodologies, according to the discipline and subjects that are being taught in class. Among the interviewees, teacher E (baby boomer) was the only one who presented deviations in answers with regard to the other interviewees, he uses the “Expository class, exhibitions and debates based on texts” as a methodology, which drives to a control of the knowledge, like the old model. Since it prioritizes lectures, exhibitions and debates with texts previously prepared and established, thus limiting the student to seek new information on the subject and generating new knowledge.
With the evolution of pedagogical practices and technology, teachers increasingly need to be prepared for new realities and contexts that may appear in the classroom. Most university students are young people from generation Y, individuals who were born “connected” as many authors characterize them because they were born involved by new technologies, advances in the internet and communication.
Table 5 presents the responses of the teachers interviewed with regard to the teaching resources adopted in the classroom.
Table 5 – Technological resources adopted by the interviewed professors.
| Identification | Generation | Technological Didactic Resources |
| Teacher A | X | Datashow, computers and Multimedia |
| Teacher D | X | All provided by the institution. |
| Teacher E | Baby Boomer | I allow students to conduct research on the internet. However, I emphasize that I only use the datashow |
| Teacher F | X | Wi-Fi for cell phones and other equipment for student research, notebook, computers and datashow |
Source: Diego Ventura Magalhães
Among the teachers surveyed, it is possible to analyze that although they are not members of the generations that are born “connected”, they are aware of the importance of new technologies for education. It is worth mentioning that teacher E, who characterizes himself as a Baby boomer, despite using only the datashow in his classes, allows his students to use the internet, and of course, technology with this for their research.
CONCLUSION
This study presented the influences; perceptions; characteristics of the individuals of the Baby Boomer generation, X and Y; contemporary people management; conflicts between generations; cooperation and integration between professionals from different generations.
According to the bibliography surveyed, it was possible to characterize three different generations active in the labor market, the Baby Boomer generation, individuals who were born between the years 1945-1960, generation X, individuals who were born between the years 1960-1980 and generation Y which includes individuals who were born between the years 1980-2000.
With regard to the first specific objective, it is possible to verify that the individuals that make up the generations have different profiles, influenced by historical, social and cultural elements. In this sense, each individual of a certain generation has different characteristics from an individual of another generation; fact understood through the influences already mentioned.
The locus of the research institution, particularly in the sample used to carry out this work, it was possible to delineate 1 (one) teacher from the Baby Boomer generation, 11 (eleven) from the generation X and not having professionals from the generation Y. However, it was possible to delineate the characteristics of generation Y, through the bibliography used. In this sense, the young people who make up the Y generation are characterized by the feeling of freedom of expression and equality.
Also based on the investigation of the first specific objective, it is possible to emphasize that institutions are full of individuals from different generations, the peculiarities of each generation influence professional behavior in organizations, notwithstanding in educational institutions, both in the aspect of early childhood education and college education.
In this dynamic scenario, teaching work and higher education become targets of profound changes, which were based on the epistemological review of professional training, guided by a broad and flexible educational policy, which could involve many innovations in institutions, as this policy
[…] consistia em adaptar os currículos às mudanças dos perfis profissionais, para o que foram adotados os princípios orientadores para as mudanças dos currículos dos cursos de graduação: flexibilidade na organização curricular, dinamicidade do currículo, adaptação às demandas do mercado, integração entre graduação e pós-graduação, ênfase na formação geral, definição e desenvolvimento de competências e habilidades gerais (OLIVEIRA, 2000, p. 137).
Archaic postures of methodologies, resources and teaching practices must be reviewed and modernized, in order to effectively meet the educational and personal needs of teachers and students. Imbernón (2005, p. 07) says that:
a profissão docente deve abandonar a concepção predominante no século XIX de mera transmissão do conhecimento acadêmico, de onde de fato provém, e que se tornou inteiramente obsoleta para a formação dos futuros cidadãos em uma sociedade democrática: plural, participativa, solidária, integradora.
The yearnings of a pluralistic society in which generational characteristics, knowledge, desires, values and limitations are taken into account; requires such modifications in the teaching-learning process. New competencies, skills and attitudes are required of 21st century teachers. For Kuenzer (2001, p. 17-18) establishes some changes
[…] o desenvolvimento de competências cognitivas superiores e de relacionamento, tais como análise, síntese, estabelecimento de relações, criação de soluções inovadoras, rapidez de resposta, comunicação clara e precisa, uso de diferentes formas de linguagem, capacidade de trabalhar em grupo, gerenciar processos para atingir metas, trabalhar com prioridades, avaliar, lidar com as diferenças, enfrentar os desafios das mudanças permanentes, resistir às pressões, desenvolver o raciocínio lógico e formal aliado à intuição criadora, buscar aprender permanentemente, e assim por diante.
Such changes are requirements of new students entering higher education institutions. It is worth mentioning that they are Generation Y individuals, that is, they have an immeasurable range of knowledge, arising from new technologies and advances in the internet; in the same way, they are multitasking individuals who carry out several activities at the same time and who demand speed in everything they do, not accepting slow processes, lack of creativity, superiority and imposed or authoritarian authority.
In order to provide a systemic view between teachers / students and an integrated / continuing education, teachers need to cooperate and integrate with each other, prioritizing not only the contents that will be taught in class, but also the methodologies that will be used.
The process of cooperation and integration not only of the professors, but of all the employees of the institution is the responsibility of the management, or rather the people management department. Considering that people management practices in the contemporary period should be a stimulus to raise the level of commitment of employees, managing talent, knowledge and available human capital, in order to form the consolidation of teams committed to the mission, vision and goals organizational/institutional.
However, institutions need to understand that they are not professionals with the same characteristics, limitations, knowledge, skills, attitudes and values. People management practices must take into account the different profiles of professionals from different generations.
The act of making these generations live in harmony in the work environment is a challenge for people management. However, the benefits that institutions can gain in innovation, competitiveness and improvement in the teaching and learning of students must be analyzed.
In this sense, contemporary institutions must, as discussed above, provide situations of integration and cooperation, stimulating mechanisms in order to identify the characteristics and talents of each generation, ensuring the construction of a favorable climate for personal satisfaction concomitant with an effective and integrated education.
It is also necessary that institutions understand the importance of cooperation and integration of professors, in order to achieve their institutional goals; their personal and intellectual development; minimization of generational conflicts; promotion of a multidisciplinary program that allows students to have an integrated and continuing education. However, it is necessary to understand that cooperation is a process of social interaction in which the objectives must be in common and the actions shared for all collaborators.
Cooperation and integration between individuals of different generations is a tool for minimizing such conflicts, its use in educational institutions, particularly in higher education institutions, provides, in addition to minimizing generational conflicts; greater dissemination of information; overcoming limitations; multidisciplinarity and integration in the teaching-learning process and better tools for motivational stimuli of the staff.
There are several teaching methodologies adopted in the classroom, the profile of teachers influences the practice adopted in the classroom. In this sense, it was possible to analyze that the continuous and permanent training of teachers is of fundamental importance for the updating of teaching practices. The realization of cooperation and integration between teachers drives them to adapt to the new realities, technologies and needs of the younger generations, respectively, adopting the methodologies according to the needs of the disciplines and the class.
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APPENDIX – FOOTNOTE
5. It is the new name for the new generation of “MSN Messenger, an instant messaging program created by Microsoft Corporation.
6. For Petraglia (2008, p. 83) defines interdisciplinarity as collaboration and communication between disciplines, keeping the specified and particularities of each one.
7. Quality of Life at Work is a set of actions of a company that involves diagnosis and implementation of managerial, technological and structural improvements and innovations, inside and outside the work environment, aiming to provide full conditions for human development in the performance of their work (Albuquerque; França, 1998, p. 41).
[1] Graduated in Business Administration from the Faculty of Belém-Fabel.
[2] Master in Educational Science from the Universidad de Asuncion-UAA. Specialist in Human Resources Management from Faculdade Faci. Graduated in Foreign Trade Administration from the University Center of Pará-CESUPA.
[3] Specialist in Financial Management and Investment Analysis by Fundação Getúlio Vargas- FGV. Graduated in Accounting Sciences from the Federal University of Pará – UFP.
[4] Master in Economics from the Federal University of Pará – UFPA. Specialist in Auditing and Controlling by Faculdade Faci. Graduated in Foreign Trade Administration from the University Center of Pará-CESUPA.
