Since countries all over the world are ageing, opportunities to intervene with older people increase, particularly in the areas of informal and lifelong learning. Ageism, i.e., the stereotypes, prejudice, and discrimination based on age [1], is one of the greatest barriers for older adults to participate fully in society, including in learning activities [2]. It is imperative to avoid ageistic stereotypes and, instead, to promote a realistic and positive view on ageing. When preparing and training future professionals, to consider student´s perspectives of older persons it is of extreme importance. Higher education students tend to report lack of interest in pursuing a career in gerontology, with ageism being considered as one of the key reasons for this lack of interest, despite the ample job opportunities [3,4]. Ageism in higher education´s students seemed to increase during the pandemic, which is justified by the image of fragility and loneliness that was associated to aging during that period [5]. Some recent studies are suggesting visual and arts-based methods in counter ageism among students [4]. This study aimed to examine undergraduate social education students’ perspectives about aging and older persons through an adaptation of photovoice method in a program called “Ageism in perspective” [6]. Fifty-six students presented their perspective of (1) an ageist and a (2) non-ageist look of older people by photographs taken by themselves and discussed in with the classmates. Their 112 photographs and narratives were analyzed based on qualitative thematic analysis [7]. According to student´s photovoice, an ageist perspective sees older people as lonely (10 photos), frail (9), with a predefined form of presentation, as black clothes, and no makeup (9). Also, exclusion (5), not valuing older person´s opinions (4), infantilization (3), to consider that they can no longer drive (3), labor discrimination (2), sadness (2), sexless (2), or conflict between generations (2). The other students empathize different things from each other, as seen older persons as widowed or info excluded. In the non-ageist perspective, there is not so much diversity. The photographs were representative of active ageing (19), of using new technologies (11), intergenerational relationships (11), of older persons as wise (4), and in love relationships (3). Several implications for social education are highlighted, such as the need to include content on aging in the social educators´ curricula, to promote of intergenerational interactions, and the potentialities of photovoice as an innovative and emergent pedagogical method.

References:
[1] WHO (2021) Global Report on Ageism. www.who.int
[2] Kampen E et al (2023) Never too old to learn. Social Sciences & Humanities,7(1),100384.
[3] Chonody J (2015) Addressing Ageism in Students: A Systematic Review of the Pedagogical Intervention Literature. Educational Gerontology,41(12),859-887.
[4] Even-Zohar A et al (2020) The Effect of Educational Interventions on Willingness to Work with Older Adults. Journal of Gerontological Social Work,63(1-2),114-132.
[5] Araújo L et al (2023) O que pensam estudantes e profissionais de Educação Social sobre as pessoas mais velhas? Proceedings of Gerontology and Geriatric Care. 978-8469706558
[6] Araújo L et al (2024) Ageism toward older adults among social education students. Educational Gerontology.DOI: 10.1080/03601277.2024.2385176
[7] Braun V, Clarke V (2022) Thematic Analysis. Sage.

Keywords: Photovoice, social education, older persons, ageism, pedagogical innovation.