A educação para mulheres idosas na EJAI: impactos, desafios e possibilidades

Abstract

This study aims to identify and analyze the difficulties, impacts, and possibilities that Youth, Adult, and Elderly Education (EJAI in Portuguese) provides for elderly women, in a social context marked by ageism and gender inequalities. The research is based on the understanding that female aging is often associated with social invisibility, which is aggravated by stereotypes that devalue their experiences and limit their access to education, autonomy, and full citizenship. Providing education for elderly women contributes to social inclusion, promoting their active participation in society and developing their autonomy and self-esteem. Furthermore, studying how aging can affect the learning process can provide important data for the theoretical advancement of adult education and for the development of more effective and inclusive public policies, adapted to the educational needs of elderly women. Supported by a broad theoretical framework, which starts from a preliminary bibliographical research, of a qualitative nature, through articles, monographs and related works in the area and field research, in which an EJAI student over 60 years old was interviewed, this work aims to characterize how this teaching modality impacts and conditions challenges and possibilities for elderly women. The interview highlighted how the life trajectories of these women are marked by school interruptions, informal work, family responsibilities and social exclusion, factors that made it difficult for them to access and remain in school. The results reveal that, despite the physical, cognitive and structural limitations, returning to education represents an act of resistance, personal resignification and reconnection with society for these women. The interviewee highlighted the search for knowledge as a way to achieve autonomy and self-esteem, overcoming prejudices and reaffirming her identity as an active subject. It is concluded that EJAI should be designed based on inclusive methodologies that are sensitive to the specificities of elderly women, valuing their knowledge, experiences and potential. Overcoming ageism requires educational actions, effective public policies and a cultural transformation that recognizes aging as a phase rich in learning, dignity and social participation. It is worth mentioning that this work had as its main theoretical contribution the educational proposal of Paulo Freire (1968).