El arte en la vida de las personas mayores en Colombia: transformar la política pública de envejecimiento y vejez de Bogotá una perspectiva del desarrollo humano integral

Abstract

When observing realities, needs and capacities of the elderly person, intrafamily violence is evidenced, of which they are the object or generate, evidenced in the rates of injuries or death from different causes, registered in the statistics, which leads to recognize both in policy as well as in development practice, three main areas: the physical, the cognitive and the psychosocial. Body and brain growth, sensory abilities, motor skills, and health are all part of physical development. Learning, attention, memory, language, thinking, reasoning, and creativity make up cognitive development. Emotions, personality and social relationships are aspects of psychosocial development, therefore, the urgency to plan, project and program affirmative actions, aimed at solving the problems and vulnerabilities of the elderly, to strengthen their skills and abilities, to make the elderly person, autonomous and independent, since, in old age, they have to resolve the loss of their faculties, the death of their loved ones and prepare to die. According to ECLAC, there are currently approximately 55 million Latin Americans aged 60 and over. In Bogotá, 1% of that population would reside and in Ciudad Bolívar the equivalent of 3.10%, a number that will double in 2025 and with a projection of 188 million older people in 2050. Colombia is made up of nuclear and extended nuclear families, where 99% of the elderly live in a community; 15% of the aforementioned group live alone or with little support, especially in large cities where the physical and mental deterioration related to mandatory preventive isolation measures is reflected with greater impact. Now, according to a report from the Department of Legal Medicine, the percentage of deaths in the elderly rises by 18.94%; This percentage must be taken into account, not to violate their rights by relegating their defense to a measure that could well be said to be deprived of liberty, but to adopt preventive measures that directly involve the sector and generate an improvement in the quality of life of the themselves. With this pedagogical project based on the artistic, we have proposed to facilitate techniques and procedures for the teaching of the different disciplines, as topics of interest for the life of the elderly, which allows their human, social, family and community development; give a rights-based approach, taking advantage of art as a tool for self-management and autonomy. Aging and old age, as social phenomena, are issues of great importance for the orientation of people's development. The State is called to respond from public policies, to the new dynamics and transformations of social structures, as long as the implications that arise from having a population that ages every day and increases in an accelerated and consistent manner are understood. The conditions that characterize pedagogical and didactic activity in teaching to the elderly are raised here, as from art and through it, it combines, from an ethnographic perspective, the knowledge that they provide, on the one hand, the experience of empirical knowledge , the reflection on higher life expectancies in this population, leaving art as the main architect of life, taking into account that living is art. Living in equal conditions in their environment generates higher life expectancies. This process of integration and application has a functional character that ensures, increases and diversifies the motivations and experiences that drive the behavior of the elderly person. The objective of this project is to provide a pedagogical resource and tools for formal and informal training processes, aimed at the elderly; for the human development of the same and a better understanding of the Public Policies on Aging and Old Age, in order to guarantee their rights through affirmative actions and a respectful and dignified treatment for them. Their integration into training and care centers, as real measures, aimed at promoting, strengthening the autonomy and independence of their members, which facilitate coexistence and interaction with other people and sectors and therefore, the improvement of their quality of life. Education and art allow, through the interaction of combined activities, the possibility of establishing the relevance and exchange of knowledge and experiences, which facilitate social integration. It should be noted that social representations that stigmatize old age have separated older people from the possibilities that education offers as a means for social incorporation; reinforce social prejudices that promote isolation, loneliness, and self-exclusion. That is why it is well worth remembering the benefits that art generates in the life of the elderly