Tarcilando com Tarsila: relações intergeracionais entre o desenvolvimento infantil e o envelhecimento humano

Abstract

This study addresses the growing need for intergenerational education in Brazil, driven by the increasing population of older adults, aiming to strengthen bonds and reduce conflicts between generations. The research centered on the pedagogical project "Tarsilando na Universidade da Maturidade: da arte ao envelhecer intergeracional, saudável e ativo" (Tarsila in the University of Maturity: from art to intergenerational, healthy, and active aging), developed by the University of Maturity of the Federal University of Tocantins (UMA/UFT) in partnership with an elementary school. The guiding question investigated how intergenerational relationships manifested between childhood development and old age, symbolically mediated by the works of Tarsila do Amaral. The general objective was to phenomenologically unveil these relationships, with specific objectives to explore theories, map project actions, and analyze perceptions of the intergenerational relationship between children and older adults. The adopted methodology was qualitative and phenomenological, based on Gil and Merleau-Ponty, utilizing documentary research (reports, portfolios, institutional documents) and Content Analysis (Bardin). The categories of analysis included the dimensions of art knowledge (creation, aesthetics, expression, fruition) and the competencies of the Common National Curriculum Base (BNCC): cultural repertoire, communication, self-knowledge, empathy, and cooperation. The work's structure was metaphorically presented as a "train journey" in eight chapters, covering introduction, methodology, theoretical framework, description of UMA and the partner school, the project itself, results, and final considerations. The results revealed that intergenerational relationships between childhood and old age manifested significantly through the dimensions of art knowledge and playfulness; the BNCC competencies – cultural repertoire, communication, self-knowledge, empathy, and cooperation – collaborated in fostering the agency of UMA/UFT academics and the school's students. It was concluded that this research can help schools systematically pursue Intergenerational Education, contributing to lifelong learning and creative, healthy, active, and dignified aging in a multi-generational society.