Introduction:
The current sociodemographic landscape reveals the growing complexity of the social fabric and calls for new practices that foster more inclusive, humane, and equitable forms of social interaction. In Brazil, the aging index reached 82% in 2024—an increase of 173% compared to 2004, when the rate was 30%. This indicator not only highlights the aging of the Brazilian population but also underscores the increasing generational diversity driven, among other factors, by increased longevity. Such context brings to the forefront the challenge of promoting meaningful intergenerational interactions, particularly within educational settings and their diverse configurations, contexts, and actors. Intergenerationality refers to the coexistence of generations under conditions of horizontality, enabling sociocultural exchange and multidirectional processes of learning and cooperation among individuals. This study explored intergenerational engagement through the lived experiences of university professors in pedagogical contexts.

Objectives:
To understand the perceptions of participants involved in a thematic research project on intergenerational interaction in formative settings, identifying and analyzing the meanings they associate with such engagement. METHODOLOGY: This is a qualitative case study focused on intergenerational dynamics within a teacher education course. Data were collected through recorded and transcribed interviews, which were then analyzed and inductively categorized using descriptors aligned with the study’s objectives and research questions. The historical-cultural approach served as the theoretical framework for interpreting the meanings constructed by the participants within their social contexts and lived experiences in pedagogical activities. Five professors were interviewed - four affiliated with a public university in the state of São Paulo, Brazil, and one unaffiliated. The group comprised three women and two men, aged between 48 and 70. All participants held degrees in the field of Natural Sciences and had between five and over thirty years of experience in higher education teaching. The study adhered to prevailing ethical standards for research.

Results and discussion:
The participants primarily associated intergenerational engagement with age differences. However, some highlighted its broader nature, emphasizing that intergenerationality transcends chronological age to encompass exchanges—and at times, tensions—between distinct worldviews, life experiences, values, and sociocultural backgrounds. The findings also revealed a strong correlation between intergenerational engagement and shared learning, frequently expressed through concepts such as exchange, interaction, and collaboration within pedagogical activities.

Final considerations:
Intergenerational engagement was recognized as a meaningful experience with educational and formative potential, fostering exchange between individuals of different ages. The study underscores the importance of intentional pedagogical practices that promote horizontal relationships and embrace generational diversity within educational environments.

Keywords: Intergenerationality, Coexistence, Intergenerational relations, Pedagogical activities.