Teorias do Desenvolvimento Humano e Seus Reflexos da Educação de Idosos(as)

Abstract

This paper, entitled Theories of Human Development and Their Impact on the Education of Older Adults, was written as a monograph for the Bachelor's Degree in Bilingual Pedagogy at the Federal Institute of Education, Science and Technology of Goiás, Aparecida de Goiânia campus. Through this work, I seek to understand how developmental theories can support pedagogical practices that promote learning and educational inclusion for older adults. It highlights how understanding the aging process can contribute to more effective and humanized teaching strategies. The research explores the work of authors such as Erik Erikson, Jean Piaget, Paul B. Baltes, and L. S. Vigotsky, connecting their contributions to the context of learning in later life. It discusses the importance of considering cognitive, emotional, and social aspects of aging, as well as the role of education as a tool for inclusion, empowerment, and the promotion of autonomy among older adults. In the second part, the paper draws on the Supervised Curricular Internship Report in Youth and Adult Education (EJA) to conduct a brief analysis, in light of the human development theories presented in the first section, aiming to relate them to the practical experiences observed during the internship. Excerpts from the report authors’ notes are discussed, along with statements from the students themselves. The objective is to present human development theories that address aspects of aging, based on the contributions of Erikson, Baltes, Piaget, and Vigotsky, and subsequently analyze how these theories explain the cognitive, emotional, and social capacities of older adults. From this analysis, the paper proposes pedagogical teaching strategies grounded in these theories. It concludes that knowledge of developmental theories enables educators to better understand the needs and potential of older learners, fostering more welcoming and meaningful learning environments.