PRÁTICA PEDAGÓGICA INTERGERACIONAL NA EPT: UMA ANÁLISE ENTRE O ENSINO E O MUNDO DO TRABALHO

Abstract

Ageism, a discriminatory problem in Brazilian society, is characterized as prejudice based on age, reverberating in various spheres of social relations, including education. In this instance, it manifests itself as a set of structural obstacles that limit individuals' participation in Professional and Technological Education (EPT), which may include a lack of inclusive policies, rigid curricula, and a lack of teacher training to deal with the diversity of experiences brought by students in their life trajectories, whether professional or personal. This condition carries a stigmatization of different age groups, representing the core of the issue to be analyzed. By devaluing young people for their supposed lack of experience and adults for their supposed obsolescence, ageism acts as an obstacle to inclusion and equity, a dynamic that reinforces hierarchies and limits the learning and development potential of all involved. Methodologically, the research is bibliographic in nature with a qualitative approach based on the analysis of available academic and scientific literature on the subject. It is based on references from emancipatory education and integral human formation, seeking to understand the phenomenon of ageism and strategies to combat it. The main objective of this article is to analyze how intergenerational pedagogical practice can contribute to creating an environment where all these age differences are valued and respected in their pluralities, and where people have opportunities to express themselves equally. Ultimately, the results obtained will demonstrate that ageism reinforces classifications and segregation, devaluing knowledge. Intergenerational practice, on the other hand, encourages dialogue and the reciprocal exchange of experiences, allowing it to become a powerful learning resource, capable of combating stereotypes and enriching students' education. It repositions Professional and Technological Education as an instrument of social justice, promoting training that goes beyond technical mastery, creating critical citizens and professionals prepared for the challenges of the world of work.