Condiciones que impulsan a los adultos mayores a ingresar a la educación formal

Abstract

Objective: to analyze the personal, social and family conditions that influence the decision of older adults to start their studies in the CLEI Integrated Learning Cycles of the municipality of Sabaneta (Antioquia) in 2019. Method: qualitative, hermeneutic-phenomenological. The participants were selected by a sample made up of volunteers at the beginning of 2019. In total, there were 4 women and 7 men, aged between 63 and 74, from lower and lower middle class. The techniques used were the semi-structured interview (thought from life history) and sociocultural surveys. For its analysis, the narrative analysis method was used. Results: four categories emerged: education as a continuous process, constructivist learning, human formation through education, and transformative social, cultural and family aspects. Conclusions and discussion: elderly people (re) build life plans based on their decision to train at CLEI, since they see education as a possibility of autonomy, self-care, social and family participation, accompaniment of their own and personal growth. This shows the constant human being (re) construction during their life cycle.