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A expectativa de vida dos seres humanos vem aumentando na maioria dos países e há a preocupação das sociedades em solucionar desafios associados a este fato. Neste contexto está a escola, que possui a atribuição de formar cidadãos capazes de compreender a diversidade em que estão inseridos na esfera social e a relevância do respeito às diversas gerações, em consonância com as suas especificidades, tendo como base as mudanças sociais e culturais que vão se alterando no decorrer dos anos. Diante disto, questiona-se: como possibilitar a interação entre gerações, em âmbito escolar, visando à inclusão social, durante o processo de aprendizagem até o desenvolvimento das crianças, com internalização do conceito de envelhecimento? Tendo em vista esse questionamento, buscou-se evidenciar, no âmbito da Educação Básica, o papel da Educação Intergeracional como Tecnologia Social e sua função como instrumento no desenvolvimento de ações pedagógicas que integrem gerações e possibilitem o desenvolvimento de sujeitos compromissados com a transformação da sociedade, com base, principalmente, nos teóricos: Pesce (2013), Andery (2012), Santos (2010), Kuhn (2000), Chizzotti (2006), Rezende (1990), Merleau-Ponty (2001); Vygostky (1999), Beauvoir (1976), Groisman (1999), Rego (1995), Strauss e Howe (1992), McCrindle (2009), Lombardia (2008), Debert (2006); Lèvy (1999), Sassaki (1997), Valadão et al (2014), Carvalho (1997), De Paulo (2004). A utilização da Educação Intergeracional como Tecnologia Social, possibilita transformações nas quais as crianças possam compreender que o indivíduo mais velho não possui um papel secundário na sociedade. Ensinar as especificidades das gerações, por meio de atividades intergeracionais desenvolvidas de forma interdisciplinar e transdisciplinar, durante o processo de aprendizagem das crianças, possibilita a estas um desenvolvimento que gera transformação e, formação de indivíduos com a compreensão da heterogeneidade da sociedade em que estão imersos, além de possibilitar a compreensão de que o respeito ao outro pode reduzir os conflitos intergeracionais. / Life expectancy is increasing in the majority of countries and there is concern in the societies about solving the challenges associated with this fact. In this context there is the school, which possesses the task of forming citizens capable of understanding both the diversity in which they are involved in the social sphere and the relevance of respecting the different generations, according with their specific characters, based upon the social and cultural changes that arise over the years. This situation brings up the question: how to enable an interaction among generations aimed at social inclusion during the children‟s learning process in which the concept of aging could be internalized? In view of such question, this research seeks to show the role of the intergenerational education as social technology and its functionality as an instrument for the development of pedagogical actions that can integrate generations and enable the development of subjects committed with the transformation of society. This was made based mainly in the following theorists: Pesce (2013), Andery (2012), Santos (2010), Kuhn (2000), Chizzotti (2006), Rezende (1990), Merleau-Ponty (2001); Vygostky (1999), Beauvoir (1976), Groisman (1999), Rego (1995), Strauss e Howe (1992), McCrindle (2009), Lombardia (2008), Debert (2006); Lèvy (1999), Sassaki (1997), Valadão et al (2014), Carvalho (1997) De Paulo (2004). The use of intergenerational education as social technology enables transformations in which the children can understand that older individuals doesn‟t have a secondary role in society. To teach the specific characters of the generations with intergenerational activities developed by means of inter- and transdisciplinarity will enable to the children a kind of development that generates transformation and thus, the formation of individuals who understand the differences of the society in which they are involved and who can therefore respect the others, reducing intergenerational conflicts.

(in English) This diploma thesis focuses on the Intergenerational Center Julie, that combines kindergarten and day care center for the elderly and adults. The facility works with clients, both children and adults, with communication disorders. The aim of the thesis is to describe educational activities with both groups of clients and especially those activities that take place, when both groups are together and that can be defined as the intergenerational learning. The thesis is of theoretical and empirical nature. The theoretical part briefly describes individual pedagogical fields applied in the Intergenerational Center Julie, which are preschool pedagogy, special pedagogy (speech therapy), gerontagogy and social pedagogy. Last but not least, I will outline the issue of the intergenerational learning and I will introduce several types of organizations that work with multiple generations and that implement intergenerational programs. I will also mention already existing literature and researches on this topic. The empirical part consists of qualitative research of case study design in the Intergenerational Center Julie. The data was collected using the methodology of observation in the institution and semi-structured interviews with twelve chosen clients and employees of the facility.