O protagonismo da pessoa idosa no contexto da educação de jovens, adultos e idosos: desafios e expectativas

Abstract

Based on the dynamics that permeate Youth and Adult Education - EJA, this study aims to analyze the protagonism of older people in the schooling process, investigating the potential challenges, expectations, and impacts of this modality on their educational and social paths. Thus, the research aims to identify the contributions provided to this audience, composed of seven elderly female students, to understand the actions that favor their meaningful participation in the social context, and to know the reasons that lead to a return to studies at this stage of life. Thus, the investigation is structured from field research, with a qualitative approach, based on bibliographic studies, from authors such as Freire (1987), Arroyo (2011), Rabelo and Silva (2011), Serra and Furtado (2016) and Soares (2020). For data collection, systematized observations and semi-structured, allowing the understanding of the trajectories and perceptions of the participants. In this context, the results indicate that EJA (Youth and Adult Education) is configured as an educational space with multiple contributions, articulating the consolidation of formal knowledge with the expansion of cultural repertoire and the strengthening of social interactions. Furthermore, it favors the development of the social use of reading and writing, promoting greater autonomy in daily practices. It was also found that returning to studies is associated with the search for social recognition, overcoming historical limitations, as well as expanding future projections. Therefore, practices based on dialogical mediation, sensitive listening, and encouragement of participation enhance the protagonism of elderly female students, allowing them to direct their own trajectories throughout life.