The communication process and intergenerational relationships in professional and technical education

Abstract

This study deals with the impact of communication on intergenerational relationships according to the perception of teachers and students in units of a Professional and Technical Education institution. Is based on studies on communication, interpersonal relationships, intergenerational relationships, generational diversity, generation, administration and conflict resolution, based on scholars such as Mainnheim, Grubb, Moscovici, Vygotsky, Jean Piaget, Torquato Rego, Ruiz, Vinha and Tognetta, Jakobson, Rahmat, Redorda, among others. This work aimed to identify the presence of intergenerational conflicts in the student/teacher relationship, highlighting possible reasons, characterizing the profile of students and teachers and characterizing communication strategies and tactics in the teacher/student relationship. The methodology involved research of an applied nature, with a “quali-quantitative” approach, with an exploratory, descriptive nature and study of multiple cases. This research made it possible to learn that communication in relationships between teacher and student and student among themselves, from the perspective of teachers and students, impacts intergenerational and interpersonal relationships, learning and the minimization and resolution of conflicts. It was also identified that the most conflictual relationships are those between students, followed by the relationship between students and teachers, with emphasis on conflicts in personal relationships, communication and information.