A educação permanente protagonizada pelo idoso na universidade aberta para a terceira idade/UEPG

Abstract

A pirâmide etária brasileira registra um envelhecimento populacional. Evidencia-se hoje o Paradigma do Envelhecimento Ativo, no qual a educação assume relevância. As universidades brasileiras têm oferecido projetos/programas específicos para o idoso, que são as Universidades Abertas para a Terceira Idade. Concentram-se na valorização do idoso, colocando-o no centro do processo educativo. Este artigo objetiva apresentar o Programa da UATI/UEPG; explicitar os objetivos e a estrutura desta ação extensionista. Esta pesquisa foi bibliográfica e documental. A Universidade Estadual de Ponta Grossa criou a UATI em 1992. A UATI baseia-se em 4 eixos articuladores, oferece disciplinas teóricas e práticas, nas diferentes áreas do conhecimento, totalizando 240 horas. O programa da UATI é composto pelos Cursos da Universidade Aberta para a Terceira idade e o Curso da Universidade Continuada para a Terceira Idade. A UATI é um programa de sucesso e reconhecimento social e acadêmico, nos seus 26 anos de atividades.

Changes in quality of life: the experience of elderly persons at a university of the third age

“…The elderly participants also emphasized, on several occasions, the importance of social interaction in their quality of life 2,12 both in terms of the expectations they described at the beginning and end of the academic year. Participation in the U3A-Unifesp/BS seems to have provided the elderly with social support, providing them with new opportunities for interaction, the maintenance of cognitive health and greater autonomy 12,30,31 .…”

“…Aging can be interpreted as a process of various dimensions which encompasses changes dependent on biological, psychological and socio-historical factors. It includes aspects particular to each individual, such as genetics and everyday habits; and that are common to a certain group, such as socioeconomic and cultural factors [1][2][3] . It should be emphasized, however, that this changing stage of life involves not only physical and emotional decline, but also opens the door to new explorations and experiences 2,4 .…”

“…In old age it is related to a fair socioeconomic situation and the protection of the family, the maintenance of intellectual activity, and the ability to adapt to physical, social and emotional losses. In short, it is related to the appreciation of the favorable aspects of life 2,8,10 . In this sense, social interaction, leisure and education are important dimensions of maintaining the quality of life of the elderly 8,11 .…”

“…Partnerships between the U3As, educational institutions and qualified professionals contribute to the reduction of stereotypes and help create new social interpretations 2,16 encouraging so-called active aging 2,17 . This new paradigm requires changes that emphasize respect for the elderly and their ability to contribute to society in this stage of life as much as any other, helping to solidify a new perception of aging, which will be fully accomplished when public policies of valorization and support become a reality 2,9,17 .…”

“…The benefits of intergenerational relationships in the third age should be emphasized 2 , as the interaction between the young and old in education programs encourages new perceptions and the renewal of expectations regarding the future 2,18 . Social groups such as U3As are therefore consecrated as an environment of integration in which education can be reaffirmed through new learnings and exchanges 12 , helping the elderly to improve their physical and mental quality of life, making them aware of the importance of self-care and self-worth, increasing their motivation and self-esteem and renewing their sense of citizenship 2,4.…”