-
Youth, Adult and Elderly Education; Life stories; Elderly.
This paper discusses elderly learners' life stories of Youth, Adult and Elderly Education and its relation to the insertion process in this teaching modality. The aim of this research has been to understand why older people look for Youth and Adult Education. The reasons for the research emerged from the formative experiences during and after the Pedagogy course. This paper has based by the reasoning of Marie-ChristineJosso (2007), Inês Bragança (2012) and Passeggi and Souza (2017) for the foundation of the investigation based on life stories and the contributions about the elderly came from Lenoir (1996), Pereira (2012), Papaléo Netto (1996). To discuss the elements present in the narratives, we resort to Costa (2010), Brito, Arruda and Contreras (2015), Rocha (2014), Freire (1979), among others. It seeks to reflect, based on legal data, the elderly place and their social understanding, through their specificities and the right to education. Through narrative interviews, it is analyzed how life track record collaborate for the educational context which elderly learners are in today. Through narrative interviews, we have sought to understand and value the elderly learners’ life stories of the modality. With the biographical narratives of the learners, it has became possible to understand how social conditions influenced the individuals' noncontact with the school in the first years of life, and how the school is seen, in this stage of life, as a path of hope by serving them and put them into dialogical practices and meaning for life.