Alfabetização de idosos: balanço e perspectivas da produção acadêmica da última década (2014-2024)

Abstract

This study aims to analyze the configuration of academic production on elderly literacy published in journals over the past decade (2014 to 2024). The research adopts a qualitative approach, using the bibliographic research method as proposed by Lima and Mioto (2007). Eleven articles addressing elderly literacy in the context of Youth and Adult Education (EYA) were selected and analyzed. The results indicate that, despite some progress, the topic remains underexplored, and the elderly continues to be marginalized in public policies and pedagogical practices. The analysis highlights the need for initial and continuing teacher training, humanized pedagogical practices, and greater investment in educational policies that respect the specificities of aging. In this sense, teaching elderly people to read and write means promoting autonomy, dignity, and social belonging. This study contributes to the recognition of literacy in old age as a human right and a form of historical reparation.