Orientador: Neusa Maria Mendes de Gusmão / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-15T23:51:25Z (GMT). No. of bitstreams: 1 Ruas_NayereRodrigues_M.pdf: 1208976 bytes, checksum: 3da1d3596567f02f85f9444fa3ff36d9 (MD5) Previous issue date: 2010 / Resumo: As universidades da terceira idade surgiram na França, na década de 1970. Rapidamente se espalharam por todo o mundo, chegando ao Brasil em 1982. O conhecimento do perfil dos participantes aliado à descrição dos programas existentes pode auxiliar a definir novas e melhores estratégias em programas educacionais dirigidos a idosos. O objetivo desta pesquisa é descrever o perfil dos participantes de três Universidades da Terceira Idade da região metropolitana de Belo Horizonte, através de questionário envolvendo questões sobre idade, renda, escolaridade, situação de moradia e estado civil e descrever os programas a partir de seus objetivos e fundamentos subjacentes, investigando-se relações entre o perfil dos participantes e as características dos programas. Um total de 101 idosos respondeu aos questionários. Foi observada uma maciça participação feminina em todos os programas (84%). A média de idade foi de 70 anos, e o grupo cuja seleção originava-se de uma lista fornecida pela Secretaria Municipal de Ação Social apresentaram níveis de renda e escolaridade inferiores àqueles encontrados nos demais grupos. A estrutura dos programas foi considerada semelhante. O fator que pode explicar o perfil diferenciado da instituição Fumec é o processo seletivo, que se constitui a partir de uma lista de idosos cadastrados em programas sociais da prefeitura. Os programas atenderam predominantemente necessidades educacionais classificadas como de enfrentamento em relação às perdas do envelhecimento. A ausência de uma legislação específica e de um órgão fiscalizador dificulta pesquisas sobre universidades da terceira idade e, consequentemente pode atrasar o desenvolvimento dos programas educacionais dirigidos a idosos / Abstract: The third-age universities appeared in France, in the1970's. Quickly spread throughout the world, arriving in Brazil in 1982. Knowing the profile of the participants and the characteristics of the existing programs can help to define new and best strategies in educational programs targeting the elderly. The objective of this research is to describe the profile of participants of three University of Third Age of the region the city of Belo Horizonte, from a questionary involving age, income, education, and marital status and describe programs from their goals and basis, investigating connections between the profile of participants and the programs' characteristics. A total of 101 seniors responded to the questions. There was a majority of women in all programs (84%). The average of age was 70 years, and the group selected from a list provided by the Public Social Service showed less income and education compared to the other groups. The structure of the programs was considered similar. The factor that may explain the different profile of the institution Fumec could be the selection process, which is from a list of persons registered in the municipal social programs. The programs attended predominantly educational needs classified as coping or education about the natural losses of aging. The lack of a specific legislation and a regulator agency makes research about universities in the elderly difficult and thus may delay the development of educational programs targeting the elderly / Mestrado / Mestre em Gerontologia

Orientador: Lúcia Pereira Leite / Banca: Maria Cândida Soares Del Masso / Banca: Nádia Dumara Ruiz Silveira / Resumo: O rápido aumento da população de idosos no mundo, nas últimas décadas, tem sido resultado e ao mesmo tempo estímulo para a produção de conhecimento e oferta de serviços a esse novo contingente populacional. Dentre os diversos programas direcionados às pessoas idosas, surgem na década de 70, as chamadas Universidades Abertas da Terceira Idade, enquanto serviços alternativos aqueles até então existentes de caráter essencialmente assistencialista. O objetivo principal dos programas dessa natureza é criar condições para que os idosos se apropriem de conhecimentos e se construam enquanto sujeitos. Tendo em vista a potencialidade de propostas como estas, e partindo dos pressupostos da Teoria das Representações Sociais e das características normativas dos discursos científicos voltados à discussão das questões do envelhecimento humano, este trabalho se propõe a analisar as representações sociais de alunos e professores em um programa de Universidade Aberta à Terceira Idade a respeito da velhice e de questões relativas à aprendizagem nessa fase da vida. Os resultados indicaram, de modo geral, que as representações dos professores sobre a pessoa idosa, velhice e aprendizagem nessa fase da vida foram mais positivas que as representações dos próprios alunos do programa. Na questão da aprendizagem, os idosos também parecem ter indicado mais claramente suas dificuldades que os professores, além da necessidade de modificações em alguns aspectos didáticos das atividades oferecidas pelo programa. Os professores, pela visão mais otimista da velhice indicaram menos dificuldades que os alunos no processo de aprendizagem e, por consequência, necessidades menores de modificações no ensino ou desenvolvimento das atividades. Tais resultados podem indicar que os professores, em sua maioria, jovens universitários, concebem de forma positiva e até gratificante... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The rapid increase in population of elderly people in the world, in recent decades, has been a result and incentive for production of knowledge and provision of services to this new population quota. Among the many programs targeted to elderly people, arise in the 70s, the Open Universities of the Third Age, while alternative services for those hitherto existing essentially supporting character. The main objective this programs is to create conditions for the elderly to make ownership of knowledge and is built as a subject. In view of the potential of such proposals, and on the assumptions of the Theory of Social Representations and normative characteristics of speeches focused on the scientific discussion of issues of human aging, this study is to analyze the social representations of students and teachers in a Open University Program for the Elderly about old age and issues relating to the learning at that stage of life. The results indicated, in general, that the representations of teachers about elderly people, old age and learning at that stage of life were more positive than the representations of the students of the program. On the question of learning, the elderly also appear to have clearly indicated their difficulties that teachers, in addition to the need for changes in some aspects of the didactic activities offered by the program. The teachers, the more optimistic vision of old age, indicated less difficulties that students in the learning process and, consequently, less need for changes in education and development activities. These results may indicate that teachers, in most cases, young university, designing a positive and rewarding form to thce aging process and experience of old age, due, perhaps, of living with older people. This "learning about old age" is one of the great benefits of programs geared to elderly people congregate different generations... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:28:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-10Bitstream added on 2014-06-13T20:58:56Z : No. of bitstreams: 1 mennocchi_lm_me_bauru.pdf: 410405 bytes, checksum: d2da453a22c4a19cfd29ef92fad4eb9f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O rápido aumento da população de idosos no mundo, nas últimas décadas, tem sido resultado e ao mesmo tempo estímulo para a produção de conhecimento e oferta de serviços a esse novo contingente populacional. Dentre os diversos programas direcionados às pessoas idosas, surgem na década de 70, as chamadas Universidades Abertas da Terceira Idade, enquanto serviços alternativos aqueles até então existentes de caráter essencialmente assistencialista. O objetivo principal dos programas dessa natureza é criar condições para que os idosos se apropriem de conhecimentos e se construam enquanto sujeitos. Tendo em vista a potencialidade de propostas como estas, e partindo dos pressupostos da Teoria das Representações Sociais e das características normativas dos discursos científicos voltados à discussão das questões do envelhecimento humano, este trabalho se propõe a analisar as representações sociais de alunos e professores em um programa de Universidade Aberta à Terceira Idade a respeito da velhice e de questões relativas à aprendizagem nessa fase da vida. Os resultados indicaram, de modo geral, que as representações dos professores sobre a pessoa idosa, velhice e aprendizagem nessa fase da vida foram mais positivas que as representações dos próprios alunos do programa. Na questão da aprendizagem, os idosos também parecem ter indicado mais claramente suas dificuldades que os professores, além da necessidade de modificações em alguns aspectos didáticos das atividades oferecidas pelo programa. Os professores, pela visão mais otimista da velhice indicaram menos dificuldades que os alunos no processo de aprendizagem e, por consequência, necessidades menores de modificações no ensino ou desenvolvimento das atividades. Tais resultados podem indicar que os professores, em sua maioria, jovens universitários, concebem de forma positiva e até gratificante... / The rapid increase in population of elderly people in the world, in recent decades, has been a result and incentive for production of knowledge and provision of services to this new population quota. Among the many programs targeted to elderly people, arise in the 70s, the Open Universities of the Third Age, while alternative services for those hitherto existing essentially supporting character. The main objective this programs is to create conditions for the elderly to make ownership of knowledge and is built as a subject. In view of the potential of such proposals, and on the assumptions of the Theory of Social Representations and normative characteristics of speeches focused on the scientific discussion of issues of human aging, this study is to analyze the social representations of students and teachers in a Open University Program for the Elderly about old age and issues relating to the learning at that stage of life. The results indicated, in general, that the representations of teachers about elderly people, old age and learning at that stage of life were more positive than the representations of the students of the program. On the question of learning, the elderly also appear to have clearly indicated their difficulties that teachers, in addition to the need for changes in some aspects of the didactic activities offered by the program. The teachers, the more optimistic vision of old age, indicated less difficulties that students in the learning process and, consequently, less need for changes in education and development activities. These results may indicate that teachers, in most cases, young university, designing a positive and rewarding form to thce aging process and experience of old age, due, perhaps, of living with older people. This learning about old age is one of the great benefits of programs geared to elderly people congregate different generations... (Complete abstract click electronic access below)

The thesis is focused on the attitudes of students of the University of the Third Age to their own old age. The definition of the theoretical context in the first part focuses on the issues of aging and old age in connection with identifying the quality of life of seniors. This section is also focused on the topic Universities of the Third Age, their historical context in the current form. In the research part the results of the survey have been presented. To achieve the research objective, a quantitative research strategy, a method of questioning, was used. Specifically, a standardized questionnaire of attitudes to age and aging (AAQ) was used, which was developed by the World Health Organization. The main aim of this thesis was to determine the attitudes of students of the University of the Third Age at the Charles University to their own old age and then to compare these attitudes with a group of inactive seniors. Another subject of the research was also the influence of the social-demographic indicators on the attitudes of seniors to age and motivation of the undergraduates to study at the University of the Third Age. The sample consisted of 153 respondents from Prague. The seniors evaluated positively exercise in old age, social inclusion and expressing of their feelings. On the other side,...

La hausse démographique de la population des aînés dans le dernier tiers du XX siècle et leur désir d’une retraite productive où ils puissent réinventer une nouvelle étape de leur vie, ont produit un changement dans les salles de classes des institutions formelles et informelles au Québec. Les aînés d’aujourd’hui retournent aux salles de classes mais pas pour la même raison que lorsqu’ils étaient adolescents ou étudiants à l’université, là où l’éducation était connectée aux objectifs professionnels et à la promotion sociale, mais plutôt avec le désir d’intégration continue et de la croissance personnelle. Ce désir est traduit par un apprentissage tout au long de la vie. En effet, l’éducation du Troisième âge devient importante, ainsi que la gérontagogie (branche de la gérontologie) qui étudie le processus d’apprentissage des aînés. Le rôle des Universités du troisième âge (UTA) demeure important mais aussi celui des institutions diverses comme par exemple les « Elder Hostels » et les Centres Communautaires. Dans ce contexte-ci, et basé sur nôtre expérience d’animateur d’ateliers d’espagnol d’une Université (de la province) du Québec, nous présentons quelques méthodologies et stratégies appliquées aux cours d’espagnol langue étrangère (ELE). Ces méthodologies et stratégies sont résumées dans un journal du professeur qui nous aidera à observer le niveau d’efficacité de celles-ci dans les ateliers de conversation. Ainsi, nous avons la possibilité de créer notre propre approche méthodologique qui pourra venir en aide à d’autres professeurs d’espagnol. / The demographic growth of the senior population in the last third of the XX century, and their desire to choose a productive retirement which allows them to reinvent themselves in this new stage of their life, have resulted in changes in the environment in the classroom of formal and informal educational institutions in Quebec. Today’s seniors return to school with very different objectives from the time they were teenagers or university students, when education was connected to career goals and social advancement. They want to return for personal growth through life-long learning. Actually, as our population ages, Third Age Education has become increasingly important along with the area of Gerontagogy (branch of Gerontology) which addresses the learning needs of seniors. In addition, the role of the Universities of Third Age and other institutions such the Elder Hostels and Community Centers dedicated to seniors becomes more important. In this context, and based on our own experience as an instructor of Spanish workshops at a university in the province of Quebec, we introduce some of the methodologies and strategies applied in our courses of Spanish foreign language (ELE). These methodologies and strategies are summarized in our teacher diary. The teacher diary will help us to observe the level of effectiveness of these strategies in conversation workshops, which in turn, will allow for the creation of our own methodological approach. Hopefully this will help other Spanish teachers of seniors. / El aumento demográfico de la población de adultos mayores en el último tercio del siglo XX y el deseo de los mismos en optar por una jubilación productiva que los lleve a reinventarse en una nueva etapa de su vida, han producido un cambio en las aulas de las instituciones formales e informales en Quebec. Los adultos mayores de hoy vuelven a las aulas, pero no de manera formal como cuando eran adolescentes o universitarios, donde la educación estaba conectada con los objetivos profesionales y la promoción social, sino con un deseo de continua integración y de crecimiento personal. Este deseo se traduce en un aprendizaje a lo largo de la vida. En efecto, la educación de la tercera edad cobra importancia al surgir la gerontagogía (rama de la gerontología) que sigue los procesos de aprendizaje en edades avanzadas. Además, por un lado se acrecienta el rol que adoptan las Universidades de la Tercera Edad en todo este cambio, y por otro se refuerzan las demás instituciones relacionadas con el adulto mayor, como los Elder Hostels y los centros comunitarios para mayores. En este contexto y basándonos en nuestra experiencia de instructor de talleres de conversación de español en una universidad de Quebec, exponemos algunas de las metodologías y estrategias que han sido aplicadas en las clases de ELE con alumnos mayores, y que son luego resumidas en un diario del profesor. De esta manera, el diario nos ayuda a observar el grado de efectividad de estas estrategias en los talleres de conversación, estableciendo nuestro propio enfoque metodológico, que esperamos pueda servir a otros profesores de español dedicados a enseñar a este grupo generacional.

La hausse démographique de la population des aînés dans le dernier tiers du XX siècle et leur désir d’une retraite productive où ils puissent réinventer une nouvelle étape de leur vie, ont produit un changement dans les salles de classes des institutions formelles et informelles au Québec. Les aînés d’aujourd’hui retournent aux salles de classes mais pas pour la même raison que lorsqu’ils étaient adolescents ou étudiants à l’université, là où l’éducation était connectée aux objectifs professionnels et à la promotion sociale, mais plutôt avec le désir d’intégration continue et de la croissance personnelle. Ce désir est traduit par un apprentissage tout au long de la vie. En effet, l’éducation du Troisième âge devient importante, ainsi que la gérontagogie (branche de la gérontologie) qui étudie le processus d’apprentissage des aînés. Le rôle des Universités du troisième âge (UTA) demeure important mais aussi celui des institutions diverses comme par exemple les « Elder Hostels » et les Centres Communautaires. Dans ce contexte-ci, et basé sur nôtre expérience d’animateur d’ateliers d’espagnol d’une Université (de la province) du Québec, nous présentons quelques méthodologies et stratégies appliquées aux cours d’espagnol langue étrangère (ELE). Ces méthodologies et stratégies sont résumées dans un journal du professeur qui nous aidera à observer le niveau d’efficacité de celles-ci dans les ateliers de conversation. Ainsi, nous avons la possibilité de créer notre propre approche méthodologique qui pourra venir en aide à d’autres professeurs d’espagnol. / The demographic growth of the senior population in the last third of the XX century, and their desire to choose a productive retirement which allows them to reinvent themselves in this new stage of their life, have resulted in changes in the environment in the classroom of formal and informal educational institutions in Quebec. Today’s seniors return to school with very different objectives from the time they were teenagers or university students, when education was connected to career goals and social advancement. They want to return for personal growth through life-long learning. Actually, as our population ages, Third Age Education has become increasingly important along with the area of Gerontagogy (branch of Gerontology) which addresses the learning needs of seniors. In addition, the role of the Universities of Third Age and other institutions such the Elder Hostels and Community Centers dedicated to seniors becomes more important. In this context, and based on our own experience as an instructor of Spanish workshops at a university in the province of Quebec, we introduce some of the methodologies and strategies applied in our courses of Spanish foreign language (ELE). These methodologies and strategies are summarized in our teacher diary. The teacher diary will help us to observe the level of effectiveness of these strategies in conversation workshops, which in turn, will allow for the creation of our own methodological approach. Hopefully this will help other Spanish teachers of seniors. / El aumento demográfico de la población de adultos mayores en el último tercio del siglo XX y el deseo de los mismos en optar por una jubilación productiva que los lleve a reinventarse en una nueva etapa de su vida, han producido un cambio en las aulas de las instituciones formales e informales en Quebec. Los adultos mayores de hoy vuelven a las aulas, pero no de manera formal como cuando eran adolescentes o universitarios, donde la educación estaba conectada con los objetivos profesionales y la promoción social, sino con un deseo de continua integración y de crecimiento personal. Este deseo se traduce en un aprendizaje a lo largo de la vida. En efecto, la educación de la tercera edad cobra importancia al surgir la gerontagogía (rama de la gerontología) que sigue los procesos de aprendizaje en edades avanzadas. Además, por un lado se acrecienta el rol que adoptan las Universidades de la Tercera Edad en todo este cambio, y por otro se refuerzan las demás instituciones relacionadas con el adulto mayor, como los Elder Hostels y los centros comunitarios para mayores. En este contexto y basándonos en nuestra experiencia de instructor de talleres de conversación de español en una universidad de Quebec, exponemos algunas de las metodologías y estrategias que han sido aplicadas en las clases de ELE con alumnos mayores, y que son luego resumidas en un diario del profesor. De esta manera, el diario nos ayuda a observar el grado de efectividad de estas estrategias en los talleres de conversación, estableciendo nuestro propio enfoque metodológico, que esperamos pueda servir a otros profesores de español dedicados a enseñar a este grupo generacional.