Fonte: Revista Turismo Estudos e Práticas - RTEP/UERN; No. 3 (2020): Geplat: Caderno Suplementar; 1-10
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Resumo: Historically, the interaction between people of the same age can only be in artificially created groups within the traditional formal education system. The educational process in different age groups makes it possible to create conditions for the development of the individual, in accordance with its interests. Monorole approach in the same age groups, oriented to development of the person’s particular social role, in terms ofthe dynamics of socio-cultural situation in society is limited and insufficient. Comparing the potential of one age and different age communities, we have identified a number of benefits of the latter; they are able to: 1) actively transmit experience from senior to junior; 2) ensure the successful development of children and young people different social roles; 3) create conditions for education, development and socialization; 4) create conditions for the development of children managerial competencies; 5) ensure social and socio-psychological protection in the form of senior’s assistance to junior; 6)form the driving force of 'poles' of the interaction process - representatives of different generations, creating new space of non-formal education, which is built in the traditional system of education in Russia. One of the significant trends in the development of communities of different ages and education system as a whole are diversified routes nonformal education. The article describes the multi-polar approach to the study of nonformal education communities of different ages, which is based on the use of three pairs of complementary approaches: progressive – andragogic, system – synergetic, event – ambivalent. It is proposed using of the construct ‘socio-cultural practices of non-formal education’ along with the construct of ‘modern diversified educational routes’.
