LEARNING IN THE ELDERLY: NEW PERSPECTIVES IN LIGHT OF OLD PARADIGMSx

• DOI: https://doi.org/10.22533/at.ed.5157125230074

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• Keywords: -

• Abstract:

  This article analyzes learning and human development based on aspects considered relevant in the works of Lev Vygotsky and Jean Piaget, making a brief comparison between the original thinking of these authors and the interaction with the act of learning in old age, in light of the aging process, as well as the pedagogical implications that encompass these approaches. 
             In this scenario, it is postulated that human development can be compared to a line that we follow throughout our lives, in which the journey encompasses not only the biological development of the individual, but also other aspects such as social, cognitive, and affective development. It is a field of study that scientifically analyzes how people change and also how they remain the same from conception to death, that is, the reflection of transformation and human development itself.
  From this perspective, anchored in the initial questions intertwined in studies with children and from the aforementioned authors, namely: how does the subject learn? How does the individual learn? We seek to reflect on the following concern: how do older people learn?
  At this juncture, the text presents a brief description of the life and work of the respective educational theorists and, consequently, considerations about what it means to learn, linking them to the act of learning in old age. Let us continue.