III Congresso Internacional de Pedagogia Social
OLIVEIRA, Rita de Cássia, OLIVEIRA, Flávia da Silva e SCORTEGAGNA, Paola Andressa. Pedagogia Social: possibilidade de empoderamento para o idoso. In Anais do 3º... III Congresso Internacional de Pedagogia Social, 2010, São Paulo (SP) [online]. 2010 [citado 11 Dezembro 2013]. Disponível em: <http://www.proceedings.scielo.br/scielo.php?script=sci_arttext&pid=MSC0000000092010000100022&lng=pt&nrm=iso> .
Population aging reveals itself as a worldwide high-impact design and configure a demographic that directly influences the social, political and economic, including Brazil. Currently, according to data from "Instituto Brasileiro de Geografia e Estatística" -IBGE (2009), about 20 million elderly in the country, representing 10,2% of the population. This age group is growing continuously, which will have repercussions in the coming years a larger elderly population. Thus, the need arises to meet the basic demands of this group, through actions and policies to improve living conditions, security of basic rights, and the process of empowerment of this group, through educational activities guided in Social Pedagogy. This research is problematic central insertion of the elderly in educational activities which promote Social Pedagogy as a means of non-formal education and lifelong learning, enabling the segment a process of empowerment. The research aimed to reflect about education as the possibility of empowering the elderly, identifying the open universities for the elderly as an area of non-formal education and intervention of social education aimed at the elderly segment. The investigation started with a literature review, documentary and interpretive. As a result, it was found that education aimed at the elderly should enable social inclusion, the recognition of new social roles that older people take over the years, and allows a consideration of how mainstream society into social classes nurture possible means for the population, especially the elderly, among the less affluent are able to guarantee survival and better quality of life, dignity and citizenship. Through processes of non-formal education, guided by the Social Pedagogy, the elderly have a new alternative activities, updating of knowledge, appreciation and increased self-esteem, personal development, as well as political and social awareness. Together with the nonformal education and continuing education for the elderly, the processes of empowerment are structured as fields of political participation, allowing for conflict resolution, gender stereotypes and marginalization that the sector faces, allowing the redefinition of relations review social roles, production and activity in daily life. Thus, knowledge becomes a necessary and effective tool for empowerment, especially the elderly, in an attempt to overcome social inequality.
Palavras-chave : Empowerment; Social Pedagogy; Non-Formal Education; Continuing Education; Elderly.