Anti-pedagogical dimensions of film education for the elderly through intergenerational integration

Teaching the elderly in the field of film and other audiovisual media is an undertaking that requires innovation: how do we successfully and respectfully address a generation that, although here in the role of students, certainly surpasses teachers in terms of life experience and the wisdom gained from it, while at the same time the rapid technological development that drives the audiovisual sector often fills them with uncertainty or even anxiety? In this article, we describe a pedagogical or, more precisely, anti-pedagogical mo­del which has identified an answer to this question in intergenerational integration. In this model, the allocation of the roles of teachers and students is not fixed; instead, the participants constantly alternate between these roles and negotiate them actively in the learning process.