ORIGINAL ARTICLE
GONÇALVES, Marizete [1], TRUCCOLO, Adriana Barni [2]
GONÇALVES, Marizete. TRUCCOLO, Adriana Barni. Impact of intergenerational interaction on the socialization of institutionalized elderly women. Revista Científica Multidisciplinar Núcleo do Conhecimento. Year 05, Ed. 10, Vol. 04, pp. 05-25. October 2020. ISSN: 2448-0959, Access link: https://www.nucleodoconhecimento.com.br/education/intergenerational-interaction
SUMMARY
The institutionalization of the elderly can be a stressful situation since it leads to the distancing of family and friends and, consequently, to social isolation. In this context, living with people from different generations, while providing challenging situations, provides exchange of experiences and creating bonds stimulating socialization. Thus, the following research question arose: What is the impact of intergenerational interaction on socialization among institutionalized elderly women and children? The general objective is to investigate the impact caused by intergenerational interaction on socialization among institutionalized elderly women and children. It was carried out in a long-term elderly care institution (LSI) with 15 elderly women and two children. Data were collected from participant and systematic observation recorded in a field diary. The research took place from March to December 2018, once a week, and included two moments, the observation of the routine of the old women and the interventions themselves. Four observations and twenty-five interventions were performed. It was identified that the activities that most favored intergenerational conviviality were those in which the children explained to the older women, such as painting, drawing, and board games. It was found that feelings of friendship, solidarity with limitations, respect for differences, trust and attachment were built over the months. The older women expressed greater self-confidence and security, and intergenerational intervention practices promoted moments of mutual learning, distancing from children any prejudiced thinking about old age. Older women and children are part of vulnerable groups, have routines, schedules, and perhaps these points in common bring them closer. Intergenerational interaction had a positive impact on socialization between institutionalized elderly women and children.
Keywords: Elderly, child, Long-Term Institution of the Elderly, socialization.
1. INTRODUCTION
The increase in the population aged 60 (60) years or older is a real statistic worldwide and in Brazil it is no different. In fact, the aging process in Brazil is even bigger and faster than in the rest of the world, accounting for 14% of the total number of Brazilians, i.e., 29.9 million older people (UNITED NATIONS, 2019).
Among the states with the highest proportion of elderly people are Rio de Janeiro and Rio Grande do Sul, both with 18.6% of their populations within the group of 60 years or more (AGÊNCIA IBGE NOTÍCIAS). The population’s aging projection for Rio Grande do Sul reached 207.14% in 2019 (IBGE, 2019a). Regarding the municipality of Alegrete, located on the western border of the state of Rio Grande do Sul, the estimated population in 2019 was 73,589 inhabitants. Of these, 11,739 were people aged 60 years or older, 5,350 males and 6,388 were female (IBGE, 2019b).
Regarding life expectancy, men have a lower life expectancy when compared to women (76.3 and 79.9 years of age, respectively) (IBGEc, 2019; GLOBAL AGE WATCH, 2014). According to Marcio Minamiguchi (2019), a researcher at IBGE, the lowest life expectancy of men can be explained by external, unnatural causes that affect the male population more intensely, such as homicides, traffic accidents and accidental falls, among others. To this process we call it the “feminization of aging” (LINS; ANDRADE, 2018).
Some of these people need care due to poor health, have family ties that do not account for the care they need, have broken bonds, weak bonds (FERREIRA; PREUSS, 2017; FERREIRA, 2014) or do not have ties, increasing the demand for long-term care institutions for the elderly (LSI). It is known that most LSIEhave a care profile, in which providing care to the elderly is limited to providing shelter and food (ALVES et al., 2017). The Ministry of Health, through the National Health Surveillance Agency (ANVISA) defines criteria and ensures the rights of the elderly population in ILPIs (BRASIL, 2005).
ILPIs are governmental and non-governmental institutions, of a residential nature, in the form of a collective home for people aged 60 years or older, with or without family support (BRASIL, 2005), housing residents with different health characteristics, with health problems in chronic and disabling conditions and in this condition, care should follow the geronto-geriatric perspective.
Camarano (2010) points out that ILPIs have also been termed as shelters, nursing homes and nursing homes, with no consensus on nomenclature, legislation or literature. Currently the word daycare has been increasingly used to designate the places where the elderly spend their time, whether in boarding school, when the elderly live in the institution or external, when they stay in the institution during the day and return to the family home at night and weekends (CUNHA, 2018), emerging as the resignification of the asylum , caring for the elderly both in their physical and mental health.
It is necessary to mention that the scarcity of resources and inadequate qualification of professionals or volunteers has made it impossible to develop activities that promote the autonomy of the old person, contributing to social isolation, and often to the loss of identity, self-esteem, the state of loneliness and refusal of one’s own life, justifying the high prevalence of mental illness esipid (SILVA et al. , 2016). In addition, ILPIs are not always able to meet all needs, compromising the quality of life and well-being of institutionalized elderly (FONTES; LUCCA, 2017).
The Statute of the Elderly in Article 20 of Chapter V states that “the elderly have the right to education, culture, sport, leisure, amusement, spectacles, products and services that respect their peculiar age condition” (BRASIL, 2004); and, in order to perform these activities, the older person needs to socialize, interact with others, regardless of their age.
Joint activities are important in maintaining mental health, improving cognitive aspects such as attention and memory, and living with different generations can result in positive effects not only for the older person but also for children and adolescents.
Social participation and interaction in strengthening bonds between people of different generations provide autonomy, independence, participation, dignity, care and self-realization of the elderly (MASSI et al., 2016). The coexistence, the exchange of ideas, the affection and participation of two distinct generations in a socio-integrative group are important elements for the construction of social and affective bonds.
Similarly, Franca, Silva and Barreto (2010) point out that the interaction of the elderly with children can mutually benefit generations, in order to improve knowledge in relation to family history, the city where they live, to the world, facilitating the establishment of a new friendship/affection that triggers solidarity, and social cognitive development.
Also with regard to intergenerationality, it is observed that it has the potential to reverse the stereotypes and negative evaluations that the younger ones may have of the elderly, allowing older people a greater proximity to people from other generations, providing the mutual exchange of knowledge (CARVALHO, 2012).
The coexistence of different generations ensures the respect of children for older generations, and this interaction occurs since a baby, when the child is conditioned by the adult to know objects, making this simple interaction a way of discovering play, and thus developing their first social contact. This interest according to Tunes (2001) necessarily involves the adult, that is, the child is interested in playing through interaction with the adult. However, this is lost as the child grows and interacts with other children, that is, the same age group, and so on, losing the link existing at the beginning of their development.
Villas-Boas et al. (2016) state that the way to avoid prejudice stemming from old age is education, through contact and coexistence between generations. The authors believe that the old conception of education conceived as action of the old generations on the new ones, has been modified. The rapid changes in work and life styles, accompanied by an increase in the autonomy of new and old generations, tend to make education a co-education between generations, alternately imposed and voluntary, and a contribution to the permanent self-formation of each one.
Recreational activities emerge as a strategy to encourage social participation providing joy and pleasure, in addition to filling the free time of institutionalized elderly people in a pleasurable way, improving social interaction and benefiting those with little mobility. There are several recreational activities that are not predominantly physical, but also have great potential to promote well-being, besides stimulating cognitive, affective and/or socially, and stimulating free expression as a therapeutic resource for well-being and quality of life improvement (DEMO; SCORTEGAGNA, 2014).
From the above, the following research question was raised: What is the impact of intergenerational coexistence on socialization among institutionalized elderly women and children?
Thus, the general objective of the study was to investigate the impact caused by intergenerational interaction on socialization among institutionalized elderly women and children.
Specific objectives were: To determine the types of activities that most favor intergenerational conviviality; Identify behaviors, feelings and relationships arising in the development of activities; Identify the benefits and/or harm stems from intergenerational relationships.
2. METHODOLOGICAL PROCEDURES
Demo (2010) characterizes research as being the critical and creative dialogue with reality, allowing those who research to feel able to intervene and teach. The university extension, one of the elements of the university trilogy, together with teaching and research is the bridge between the university and the territory to which it is inserted. In this context, this research arose from the participation in an extension project throughout 2018, and was characterized as a field study with pedagogical intervention and qualitative approach.
The research of the type pedagogical intervention consists in the planning and implementation of interferences (changes, innovations), aimed at producing advances, improvements, in the learning processes of the subjects who participate in them, and the subsequent evaluation of the effects of these interferences (DAMIANI et al., 2013).
According to Moreira (2008) are characteristics of the intervention research: a) to happen within the context researched, in this case the LSIE; b) To be triggered by the demand, contributing to the solution of problems: There was an invitation from the institution for the extension project to happen in it; c) The researcher acts as a mediator who articulates, organizes meetings, systematizes voices and knowledge produced by the research subjects, acting in an active listening process. The pedagogy student worked as an extension scholarship holder and researcher; d) Interaction occurs between the researcher and the research subjects: academic, old and children; e) The daily experiences and practices of the systematized collective allow discoveries and theoretical-methodological considerations: in this case the activities were proposed by the academic-scholar-researcher and the findings are described in the results section.
According to Demo (2006), qualitative research seeks to preserve reality above the method, seeking information about reality and allowing both its better understanding, as well as, above all, conditions of intervention and change.
The research was carried out in a Long Stay Institution of the Elderly (ILPI) located in the north of Alegrete/RS, and has in its staff a nursing technician, 24 employees and 02 more self-employed, a doctor, and a physiotherapist. The selection of the institution was intentional, since the institution invited the research advisor to carry out a project in it.
At the time of the study, the LSIE housed 35 elderly people, all female, aged between 58 years and 102 years of age, fifteen of the 35 institutionalized elderly women participated in fifteen (15). Also part of study 01 (One) girl of 09 years of age and 01(A) 12-year-old boy.
The inclusion criteria that led the participation of the older women were: older women with preservation of cognitive capacity and able to develop recreational activities, memory games, painting with children.
The guardians of the children signed a free and informed consent form (TCLE) and the children signed a free and informed consent form (TALE).
The alused, old women who did not communicate verbally, as well as the old women with severe visual and auditory impairment were excluded from the study.
The old women were asked to participate in the activities, as well as whether they could be photographed. In some sessions they participated, in others they refused out of will, in others they questioned whether they could only sit with the children. At no time did we insist that they perform any activity in the event of initial refusal.
Data were collected through systematic participant observation, from photographs and recorded in a Field Diary.
According to Angrosino (2009) participant observation refers to the observation that happens with the researcher playing an active role in the observed context.
In systematic, direct or structured observation, it is necessary to define the set of behaviors to be observed, the appropriate time and the way of recording the data obtained (VERGARA, 2012). In the case of this research, the form of registration was photography, the behaviors observed were joy/sadness; enthusiasm/apathy and the moment of observation was before the activity and after the activity. The images assist in the composition of the writing, performing a more contextualized analysis of the observations. Furthermore, the photo records details that were not perceived at the time observed and can be analyzed more closely as needed.
The survey conducted from March to December, once a week, in the afternoon shift, between 14h and 17h contemplated two moments, the observation of the routine of the old women and the interventions themselves.
In total, four observations were made, twenty-five interventions and meetings with the research advisor for the evaluation and analysis of the interventions.
For ethical reasons, the names of the participants were preserved, and the institution did not place restrictions on the disclosure of the name.
Thus, the activities proposed in each meeting as well as the behaviors observed by the old women to these activities and the approximation and socialization with the children were photographed and recorded in the researcher’s Field Diary.
The Field Diary, according to Minayo (2012, p. 71) “is nothing more than a notebook, a booklet, or an electronic file in which we write all the things that are not part of the formal material of interviews in their various modalities”.
According to Lewgoy and Arruda (2004, p. 123-124), the Field Diary consists of an instrument capable of enabling “academic exercise in the search for professional identity” and, through successive and critical approaches, it can perform a “reflection of daily professional action, reviewing its limits and challenges”. Thus, the recording and detailing of referrals in the field diary provide a constant revisit of the data, which contributes to expand the actions in order to bring them closer to the resolution of the demand.
Some of the speeches of the old women who impacted the researcher were also recorded in the Field Diary.
It is worth mentioning that according to Piaget, children are in the operative period, characterized by the development of logic and normative and ideal feelings, it is subdivided into a concrete and formal operative period, due to important differences in the development of logical thinking and affectivity. In the period of concrete operations (7 to 11 – 12 years), intellectual and social egocentrism (inability to place oneself in the point of view of others) that characterizes the preoperative period, gives way to the child’s ability to establish relationships and coordinate different points of view (own and other) and to integrate them logically and coherently (RAPPAPORT, 1981). Also important at this stage is the appearance of the child’s ability to internalize actions, that is, he begins to perform operations mentally and no longer only through physical actions typical of the sentiry-motor intelligence. Very important to the purpose of this research with the old women is the advance in the behavior of the child in group activities. The ability to concentrate when the child engages in an individual activity, and cooperation in the work in groups managing to collaborate with the other are already identified. Still with regard to social relations, the child already engages in the collective game, and influenced by the motivation to win, begins to understand the importance of rules to ensure equal conditions (PIAGET, 1947-2005).
When we think of children playing with old people come to mind Borba (2007), when the same says that through playing the child invents and performs actions and interactions being the author of their stories and being able to be a father, mother, passing through other times and places. This ability of the child can transport the old to other places too, more cheerful and colorful than the current one.
The study, responsible planning, intervention, questioning and analysis were constant actions in this process. There were old women and children “at stake”, feelings, sensations, interactions happening. In this investigative process there was no intention or possibility of an analysis without distancing.
In the results section, the old women will be referred to as “grandmothers”. There is no way to do it any other way, because the old word refers to a distancing that the researcher had no intention of having from the beginning. Throughout the process we set out to jump into free fall, with an open mind to accept what was being revealed and without ever anticipating, predicting or considering already knowing something.
3. RESULTS AND DISCUSSION
The analysis of the collected material took place in stages: In the first stage, in possession of the field diary notes, the events were chronologically revived, recalling and mentally reconstructing the behaviors observed before the interventions. The countenances, the looks, what seemed to be joy, what seemed to be sadness, what referred to us apathy, which referred us to enthusiasm.
In the second stage, we analyzed which interventions most favored intergenerational conviviality, and that seemed more significant for grandmothers and children; When do we notice more smiles? When was there more granny and child interaction? Between Grandma and Grandma? What else did you like to do? What less did you like to do? We tried to recognize behaviors, feelings and relationships arising in the development of activities. Finally, potential benefits and/or harms that the intergenerational relationship caused were identified.
3.1 STEP 1: THE OBSERVATIONS
The first days were dedicated to the approach with the old women. For this, four observations were made in order to know the routine of the grandmothers, and to familiarize them with the researcher and with the children.
The routine in the afternoon shift, after lunch, consisted of referring the old women to a room with television, where they sat looking out on the street or watching television without socializing or performing some playful activity. At 4:00, grandmas went to the cafeteria for an afternoon snack. The texture of the food was not the same for all: pasty, liquid and even the use of syringes for others was necessary so that some grandmothers could swallow gradually.
In this period there was interaction with some of the old women, and there was lack, sadness and at the same time restlessness in the eyes and posture of some. On the way from the TV room to the cafeteria you pass through the rooms. Each room with two beds, some occupied by debilitated grannies. The institution had until the end of the research two centenarians and a resident grandmother for more than twenty years in the institution.
In the last two observations, the researcher took the children, afraid that they might feel bored and that they did not want to return. They liked to go and asked to come back.
In the last observation, the approximation with the grandmothers was greater, and it was mentioned that the main focus was the performance of joint activities between the grandmothers and the children. They were very interested and willing to interact with the children, they were very receptive, showing enthusiasm in the presence of the children and the researcher.
3.2 STEP 2: INTERVENTIONS
Throughout the 25 meetings, one thought of activities in which the children could propose and explain themselves to their grandmothers. Usually what happens is the older ones teach the younger ones, and that doesn’t have to be the rule. This initiative aimed to stimulate the autonomous posture and develop the child’s sense of responsibility.
The interventions were divided into thematic axes: Expressive Art: Drawing, Clay and Painting; Board and Craft Games; Music, Dance and Reading; Walking, Beauty and Self-Care.
3.2.1 THEMATIC AXIS EXPRESSIVE ART: PAINTING, DRAWING AND CLAY
Painting on Stake trays was an activity proposed by Lorran (12 years old), and Lahine (09 years old) and that was much appreciated by grandmothers. The old women beautifully made the paintings on the Sabouttray, some more and some less detailed, however, all were excited to perform the activity on a whim. According to Fortuna (2005) painting and drawing help to reconcile emotional conflicts, besides assisting in the self-perception and development of the individual. Painting stimulates creativity, sensitivity and increases the ability to concentrate and express grandmothers and children, in addition to working fine motricity (FORTUNA, 2000; FORTUNA, 2004). It is a social activity that transmits a feeling of psychological well-being and allows improvement of self-esteem, where the subject allows those who observe contact with their emotions, their sensations, feelings and images of their inner world (CARVALHO, 1995).
Still in the thematic axis expressive art, the drawing develops the cognitive sphere, in addition to the capacity of abstraction (GUEDES; GUEDES; ALMEIDA, 2011). The activity was held on the birthday of one of the grandmothers, Joana. We knew about the anniversary because we asked on the first day of observation the list with the dates of birth to make a birthday mural. That day Joana was fine, already doing two sessions that did not participate. Joana has schizophrenia, but at no point did the disease prevent her from maintaining a good relationship with the children. We noticed that no one knew about the anniversary and in the next session we did the anniversary wall.
We sang congratulations and embraced him with great affection. They participated with dedication of the activity, even though it was a simple painting material. We talked a lot and it was very quiet in the afternoon with them. We took time to leave, the atmosphere was very pleasant, they socialized more among them and we realized that each week our bonds of affection were strengthened.
The intervention was very satisfactory. That day one of the nurses mentioned that the grandmothers were already waiting for us anxiously, wondering what time we were going to arrive, and that after we left, they were relaxed and calm. That day, we realized we were on the right track, that our work was making a difference in their lives and it was very rewarding. Each intervention was a discovery and exchange of experience.
The construction of bonds and strengthening of affective bonds, as important for the older women as for the integral development of children is only possible when there is interaction between groups. To enhance these intergenerational experiences, we must understand what children and adults reveal, through language, look, gestures, and all forms of communication. It is with the interactions with the spaces and with the other that the intentions are revealed. (EDWARDS; GANDINI; FORMAN, 1999).
Clay was used for the purpose of constructing a mask. The intention was to show that they were able to create something from a material that was not suggestive. They would have to use the imagination, have creativity, we would be stimulating artistic creation and contributing to strengthen the self-esteem of grandmothers.
They accepted the challenge spurred by Lahine and Lorran. We felt that the children took “life” to those old women. The kids went back and down to help. Who knew that the two would get used so quickly to a place without other children, on the contrary, with people of such opposite ages, some with physical limitations, little mobility. Who knew they’d cling to those people they’d never seen before. And the reciprocal had become true.
Clay was worked in two sessions. In the first was made the shade mold and in the second intervention the painting. It was one of the most rewarding activities because the grandmothers were dazzled by what they created. At the end we had an exhibition of the masks and the participants were very proud. Modeling enables tactile stimulation, muscle work, postural structure, as well as expression and planning capacity (GUEDES; GUEDES; ALMEIDA, 2011).
Carvalho (2012) says that “the use of art as therapy implies a creative process that can be a means of reconciling emotional conflicts as well as facilitating self-perception and personal development.” In this activity the grandmothers realized that they were no longer the same grandmothers who stood in the television room looking at the nowhere good part of the afternoon. They were excited about that mask, the colors they chose, and their own colors. Below are some activity logs.
3.2.2 AXIS BOARD GAMES AND CRAFTS
In the craft axis it was proposed for grandmothers who used popsive sticks to make an object door. The toothpicks would be glued with hot glue and after finishing the box, it would be painted. The intention was to work on attention, fine motor coordination and increased self-concept of grandmothers (by realising that they are able to build something useful from such simple material). The results showed an improvement in the self-concept of the old women demonstrated when they were proud of their production for the employees of the institution and for other women. Santos and Pavão (2014) refer to manual work as “a form of freedom of expression and creativity, assisting in the prevention of depression and other emotional diseases”. Guedes; Mota and Almeida (2011) ratify by defending that manual tasks express the potential of the elderly, “organizing their relationship with themselves, with the other and the world”. All board games were made by the grandmothers so that they would then enjoy their productions. In the Color Tray, the grandmothers initially painted an egg box in green, red, yellow, blue and white. Then, they should put caps with the corresponding color on the tray.
With the Geometric Shapes Board (GSB) the old women will first paste the geometric shapes into eva paper (Ethyl Vinyl Acetate), then play, combining the geometric shapes according to those on the board.
Board games are important for the old people as they exercise “fine motor movements, the ability to use our hands and fingers, and perform delicate movements involving precise control” (GARDNER, 1994, p. 163). In addition, table games, such as active leisure activities, help to delay the negative effects of the natural aging process, by providing “situations that encourage the autonomy of the elderly, through sensory, mental and motor stimuli, besides being activities that provide social interaction” (LOPES, 2009).
In the game of correspondence the old women made cards, some with numbers, and others with drawings in quantities corresponding to the drawn numbers. The task was to combine the card with number with the card containing the respective number of objects.
In the memory game the grandmothers played in doubles. In addition to providing socialization, the game develops spatial location and stimulates reasoning. Camargo and Cid (2000) report that “spatial memory enables the individual through memory to identify the position of a given object in space”.
According to Grieve (2005), the exploration of the world around us stems from the spatial memory, since it retains information that comes from the environment in a few seconds, recovering it later in the long-term memory, with the aim of having a sequence of movements along the way. Attention, visual recognition, visual and tactile perceptions contribute to this “exploration of the world”. An activity also appreciated by grandmas was the game of connecting the numbers. A4 sheets were distributed with the numbers arranged along the sheet. As the numbers were linked in ascending order, a drawing was formed that would later be colored by the grandmothers. The goal was to stimulate attention and cognitive decline.
3.2.3 THEMATIC AXIS MUSIC, DANCE AND READING
In order to enable moments of relaxed and socialization as well as to develop reasoning and memory we performed the following dynamic: a full balloon was passed to the old women and a parlenda was sung as they passed the balloon from one to another. At the time they finished singing the parlenda, the old woman who was with the balloon read a stanza of a poetry by Cecilia Meirelles, which was on display at the table. Next, we deliver white A4 sheets, gouache paints, crayons, pencils and brushes for grandmas to do the illustration and re-reading of the preferred poetry. The grandmothers had some difficulty in reading the poetry and had help. This activity was no longer repeated because we felt that some of the older women felt constrained by the difficulty in reading and writing. They drew scratches and another tried to draw random letters.
Carolina Necklace
With her coral necklace, Carolina runs through the columns of the hill. Carolina’s necklace colors the lime lap, makes the girl blush. And the sun, seeing that color of Carolina’s necklace, puts coral crowns on the columns of the hill.
Cecilia Meirelles
The dance took place when a Junina party was held. Some grandmas seemed more excited, others didn’t want to dance. The study by Oliveira et al. (2010) on the influence that dances exert on institutionalized elderly, found that “dance minimizes the physiological repercussions of aging and assists in independence, maintenance of balance, social interaction, improvement of physical conditioning and, consequently, of quality of life, and psychological state”.
3.2.4 THEMATIC AXIS RIDE, BEAUTY AND SELF-CARE
The end of the year, and consequently the project was coming and we thought we would dedicate the last sessions to various games, a walk and a spa day for grandmas. Our intention was to promote moments of body relaxation, interaction, socialization, contribute to the strengthening of self-esteem and stimulate the perception of the senses. A masseuse was invited to voluntarily massage grandmas. Emili accepted and took with him two colleagues. On that day, a ball and a hula hoop were used to work the mobility of the hands. The old women received well the volunteers who provided a few hours of relaxation and relaxation. It was a rewarding experience for everyone, but a certain anguish began to take over me (I ask the reader’s permission to take that part of the text and write it in the first person. I can’t imagine any other form of writing at this moment, because as I approach the end of this text, I feel that I’m attached to it, I’ve rediscovered emotions, I’ve rediscovered feelings that were already asleep and now overflow).
In our last meeting we went for a walk from Mary smoke, a mixture of happiness and sadness took hold of me. Happiness to see in the eyes, smile and gestures of those old women the excitement, the excitement, for feeling that they were feeling alive. Sadness because the end of the year was coming and with it the project and research. What’s next?
We were attached to those people and they were attached to us. How would the kids look? Would stopping a one-year weekly living place leave marks on grandmas and children? We proposed a tour and the direction of the institution agreed. I wanted to promote a fun tour for grandmas and we organized on a Saturday morning, a tour of the city of Maria Fumaça. The owner kindly answered our request and did not charge for the ride. Most grandmas haven’t left the institution in years. They thought everything was beautiful and different, they didn’t know where to look. That day I realized the responsibility of taking them to the street and about all the activities I had worked with them. We were, me and the kids, and indirectly the work advisor, making a difference in the lives of these people.
In the last month the children have been in interspersed weeks so that both grandmothers and they do not feel so much the impact of the absence they would make to each other. Intergenerational intervention practices promoted moments of mutual learning, normalizing the coexistence between children and the old, removing any prejudice about old age.
4. FINAL CONSIDERATIONS
The intergenerational interaction between the scholarship holder, children and the older women provided the expansion of the social and educational role of pedagogy, providing opportunities for interaction and coexistence in the LSIE through non-formal education.
It was identified that the activities that most favored intergenerational conviviality were those in which the children explained to the older women, such as painting, drawing, and board games.
It was found that feelings of friendship, solidarity with limitations, respect for differences, trust and attachment were built over the months. Lahine created affinity with Owner Nercy and Lorran with Owner Cleir and Dona Tereza.
The older women were more self-confident, safe, open to novelties, and intergenerational intervention practices promoted moments of mutual learning, distancing from children any prejudiced thinking about old age.
Pedagogical work in non-formal education has an educational and social role. It is concerned with the improvement of interpersonal relationships and quality of life, allows active participation in society, and the real development of subjects regardless of age, demystifying stereotypes of vulnerable groups.
Older women and children are part of vulnerable groups, have routines, schedules and perhaps these points in common bring them closer. What can be said is that intergenerational interaction had a positive impact on institutionalized elderly women and children.
Society needs to be more inclusive and supportive. People need to care more about each other, because relationship networks are very important. They are the ones that will ensure care, interaction, decrease social isolation. All this has a very positive impact on the health of the elderly.
Any public health response to an ageing population must be the approach to age discrimination. It is known that age-based stereotypes influence behaviors, and combating discrimination against the older person, even if challenging can change attitudes and behaviors. For this to occur it is up to involve all generations for a new understanding of aging that is not based on outdated concepts that the older people are a burden, but people with a wide diversity of experiences that can be transmitted, through integration, socialization and the valorization of their experiences (WHO, 2015).
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[1] Graduated in Pedagogy at the State University of RS (UERGS).
[2] Guidance counselor. Master’s degree in Health Education (USA), Master’s degree in Health Sciences – Cardiology (FUC/RS), Specialization in Human Movement Sciences (UFRGS), Physical Education (IPA).
Submitted: September, 2020.
Approved: October, 2020.
