Generations and liquid modernity in the educational context

Abstract

This theoretical study proposes an analysis of the behavior and experiences lived by different generations, with emphasis on the impact of these experiences on the formation of each group. It was observed that teaching underwent significant transformations throughout the generations, without establishing a standardized model, considering the training model to which teachers were subjected. The research addresses education in contemporaneity, reflecting on the role of educational institutions and educators in this context. The peculiarities of the generations of veterans, baby boomers, X, Y, Z, and alpha are explored, and their interaction with Liquid Modernity, a concept coined by Zygmunt Bauman. The methodology used consisted of a literature review, using Google Scholar and Scielo Brasil databases as sources. Generations are influenced by significant events that shape their personal and social interests. Liquid Modernity, characterized by its uncertain and unstable nature, imposes a constant need for reevaluation of educational practices. In this scenario, the role of the educator and educational institutions becomes paramount, especially when it comes to incorporating technological tools into the teaching-learning process. This process allows the student to take an active role in the construction of their knowledge, resulting in more critical and socially conscious individuals. The study aims to encourage educators to reflect on the use of technological tools in teaching, focusing on the centrality of the student in the construction of their own knowledge.