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In 2015, a report led by the mentors of the World Health Organization Age-friendly cities program, proposed a review of the concept of active aging, including, alongside the three pillars (health, security and participation), lifelong learning, both as formal education (access to grade and diplomas), and in their informal dimension (when learning take places in daily life or in leisure activities). This study aims to analyze if the question of lifelong learning was raised and what the salient themes were related to that topic during the discussions of some of the focus groups of a research that applied the “Age-friendly cities” method in two neighborhoods of São Paulo. The two focus groups were conducted in 2016 in Mooca neighborhood: one composed of 5 residents between 60 and 75 years old, and one of 6 residents aged 76 years and over. Although the age-friendly cities guidelines did not predict specific questions about lifelong learning, the theme came up with a number of nuances in the discourses. Five general content categories have been achieved: 1) Learning: Activities and Spaces; 2) Learning and Accessibility; 3) Education: Respect, Consideration; 4) Learning and Work; 5) Learning and Aging. There was little emphasis on formal education, but aspects related to respect for older people and opportunities for leisure and social participation were quite present. In participants view, the simple offer of activities does not guarantee lifelong learning, since different types of barriers may make it difficult for older people to access them. Moreover, participants recognize not only the importance of educational activities for adults and older persons, but also the need for education of all on gerontological themes.

Lifelong Learning: Perceptions Collected through the “Age-friendly Cities” Method in the Neighborhood of Mooca, São Paulo (Brazil)