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Advisor(s)
Abstract(s)
As respostas sociais para terceira idade, nomeadamente os Lares, têm sido orientadas sobretudo para o cuidado geriátrico aos seus residentes, por vezes relegando para segundo plano outras necessidades e interesses que completam a existência afetiva e espiritual dessas pessoas. Como se pode posicionar a Animação Sociocultural quer no contexto interno de Lar, na resposta imediata aos residentes, quer (re)criando o Lar como instituição socioeducativa no contexto sociogeográfico? Pensar o envelhecimento não é tarefa apenas para os especialistas ou para os que estão mais perto de serem velhos; bem longe disso, deve ser cada vez mais um assunto do dia-a-dia, debatido nas escolas, no metro, à mesa das refeições com as crianças… Uma vez que envelhecer é o que nos acontece todos os dias e ser idoso é tão natural como ser jovem ou adulto, as inquietações não devem ser maiores do que as alegrias e as aprendizagens com os idosos das nossas vidas devem ser equivalentes às surpresas que as crianças das nossas vidas nos reservam.
Social responses to the elderly, including nursing homes, have been primarily oriented to geriatric care to residents, sometimes overshadowing other needs and interests of a complete emotional and spiritual existence. How should Socialcultural intervention be positioned either in the institutional context by giving immediate response to residents, either (re)creating elderly homes as pedagogic institutions in the sociogeographic context? To think about aging is not only for experts or for those who are closer to being old – far from it, should be increasingly a matter of everyday life, discussed in schools, in public transports, at lunch hour with one’s children... As aging is what happens to us every day and being old is as natural as being young or adult, the concerns should not be greater than the joys, and learning with the elderly in our lives should give us as many surprises as the children in our lives reserve us.
Social responses to the elderly, including nursing homes, have been primarily oriented to geriatric care to residents, sometimes overshadowing other needs and interests of a complete emotional and spiritual existence. How should Socialcultural intervention be positioned either in the institutional context by giving immediate response to residents, either (re)creating elderly homes as pedagogic institutions in the sociogeographic context? To think about aging is not only for experts or for those who are closer to being old – far from it, should be increasingly a matter of everyday life, discussed in schools, in public transports, at lunch hour with one’s children... As aging is what happens to us every day and being old is as natural as being young or adult, the concerns should not be greater than the joys, and learning with the elderly in our lives should give us as many surprises as the children in our lives reserve us.