Educação superior e envelhecimento: desafios e possibilidades para estudantes com 60 anos ou mais

Abstract

Population aging constitutes one of the most significant contemporary social phenomena, producing impacts across different areas of society, particularly in higher education. In this context, the present study aims to analyze, from the perspective of the Social Sciences, the inclusion of people aged 60 and over in higher education, considering the relationships between aging, social inequalities, and the institutional dynamics present within the university environment. The research is characterized as qualitative, exploratory, and descriptive in nature, developed through bibliographic research based on authors from the fields of Social Sciences, Education, and aging studies. The study discusses aging as a socially constructed phenomenon, addressing educational inequalities and the social trajectories of older adults. Furthermore, it reflects on the role of the university as a space for social inclusion or for the reproduction of existing inequalities, analyzing the challenges related to access, retention, and participation of older adults in higher education. The results demonstrate that the presence of this population in universities represents an expansion of educational rights while also revealing institutional and pedagogical challenges related to age diversity. It also highlights possibilities for strengthening citizenship, valuing life trajectories, and expanding social participation. In this sense, the adoption of more inclusive, dialogical, and age-sensitive pedagogical practices becomes necessary, capable of promoting a more equitable and socially committed higher education.