Aprendizagem e trocas intergeracionais: perceções de facilitadores de um programa comunitário

Abstract

Introduction: COBLAGES is an intergenerational program aimed at higher education students and older adults, in which both generations collaboratively analyze a societal challenge (environmental sustainability, digital transformation, or the ageing of rural areas) and propose an intervention project. Throughout the six sessions of the program, three groups (4 students + 4 older adults each) were jointly supported by higher education teachers and local action professionals, who acted as session facilitators. The present study aims to understand facilitators’ perceptions of this intergenerational program. Methodology: A focus group was conducted with eight facilitators (two men and six women), based on a semi-structured interview guide. The collected data were analyzed using reflexive thematic analysis. Results: Facilitators highlighted benefits for students (more contextualized learning, development of socio-emotional skills, and the deconstruction of stereotypes associated with older people), for older adults (feelings of usefulness, purpose, lifelong learning, and group belonging), and for themselves (changes in pedagogical practice, acquisition of more active methodologies, interdisciplinary collaboration, and enjoyment throughout the experience). Good practices emerged related to the use of community spaces and participatory, place-based activities, as well as challenges linked to time management, assessment, and the continuity of relationships after the end of the program. Several improvement proposals were identified with a view to its future sustainability. Conclusions: Intergenerational and contextualized pedagogical practices can promote personal, social, and community development, with simultaneous benefits for students, older adults, and facilitators.