Superando los Mitos del Envejecimiento en la Inclusión Educativa. Efectos de las Variables Sociodemográficas en las Motivaciones de los Adultos Maduros para Aprender
Palabras clave:
Adultos maduros, lifelong learning, motivación, edismoResumen
En el Año Europeo de la Educación de Personas Adultas (European Commission, 2017) la inclusión en actividades de aprendizaje de la población mayor de 45 años (Adultos Maduros, en adelante AM) todavía continúa en niveles muy inferiores que en el resto de grupos de edad. En este sentido, numerosas publicaciones aducen el factor edad como elemento homogeneizador de la población y exclusor fundamental en cuanto a la participación educativa de los AM. Sin embargo, el presente trabajo, alineado con teorías alternativas que superan los llamados Myths of Global Aging (Merrian & Kee, 2014) [mitos del envejecimiento global], pretende analizarse a este grupo poblacional como una realidad más allá de criterios homogeneizadores, atendiendo a la diversidad de su participación en el Lifelong Learning, atendiendo específicamente a sus motivaciones y obstáculos, y cómo sus distintas características sociodemográficas pueden predecir la presencia de cualquiera de esos factores. Para la realización de este análisis se emplea un estudio descriptivo y una regresión logística binaria a partir de una muestra de 1066 cuestionarios distribuidos en Grecia, España, Italia, Dinamarca, Polonia y Turquía entre este grupo social. Los resultados demuestran que los AM no deben ser considerados como un grupo homogéneo simplemente caracterizado por la variable “edad”, como tradicionalmente parte de la literatura científica ha venido realizando, dada la gran variedad de factores motivacionales que les influyen a la hora de participar en actividades educativas, y su relación con elementos más allá del factor edad. El artículo concluye que la superación del edismo en el ámbito educativo es esencial para lograr una mayor inclusión de todos los grupos sociales.Referencias
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