Educación y adultos mayores: entre potencialidades y obstáculos
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Fecha
2010
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Escuela de Trabajo Social. Facultad de Ciencia Política y Relaciones Internacionales. Universidad Nacional de Rosario
Resumen
Descripción
El presente artículo tiene como objetivo
reflexionar sobre las características que poseen
los adultos mayores en tanto destinatarios
de propuestas educativas. Partiremos desde
una posición que entiende a los sujetos
como histórico-sociales y analizaremos las
particularidades de este grupo etáreo en los
escenarios de la contemporaneidad. Por otra
parte, abordaremos una de las paradojas que
caracteriza el trabajo con personas mayores
en la sociedad actual: la conquista de mayor
expectativa de vida, por fin obtenida gracias
a los avances en las ciencias de la salud, ha
venido acompañada por el debilitamiento de
la valoración simbólica y social de la población
longeva. En este sentido, reflexionaremos sobre
los riesgos que produce pensar la educación
desde propuestas anticipatorias y deterministas
de un futuro ya previsto del educando. Lejos
de poner en acto “profecías autocumplidas”,
queremos posicionarnos en prácticas
educativas “antidestino” (Nuñez, 999) que
entienden a los sujetos como una incógnita,
como singularidades que no podemos anticipar
ni, mucho menos, intentar determinar.
This article aims to reflect on the characteristics that have the elderly as recipients of educational proposal. This essay starts from a position that took the subject as a historical-social and analyze the specific characteristics of that age group in contemporary scenarios. Moreover, we will address a paradox that characterizes the work with the elderly in today’s society: the achievement of longer life expectancy, finally obtained thanks to advances in health sciences, has been accompanied by the weakening of symbolic and social assessment of longevity population. In this sense, we reflect on the risks resulting from thinking about education from anticipatory proposed deterministic to a projected future of the student. On the contrary, instead of putting in action “self-fulfilling prophecies” we position ourselves in “anti-destiny’s” educational practices (Nuñez, 999) that understand the subject as a mystery, as singularities we can not anticipate, let alone, trying to determine.
This article aims to reflect on the characteristics that have the elderly as recipients of educational proposal. This essay starts from a position that took the subject as a historical-social and analyze the specific characteristics of that age group in contemporary scenarios. Moreover, we will address a paradox that characterizes the work with the elderly in today’s society: the achievement of longer life expectancy, finally obtained thanks to advances in health sciences, has been accompanied by the weakening of symbolic and social assessment of longevity population. In this sense, we reflect on the risks resulting from thinking about education from anticipatory proposed deterministic to a projected future of the student. On the contrary, instead of putting in action “self-fulfilling prophecies” we position ourselves in “anti-destiny’s” educational practices (Nuñez, 999) that understand the subject as a mystery, as singularities we can not anticipate, let alone, trying to determine.
Palabras clave
Tercera edad, Educación, Expectativa de vida, Elderly, Education, Life expectancy