Population aging constitutes a global and undeniable reality, resulting from an increase in life expectancy. This phenomenon imposes new demands on the older population, offering opportunities, particularly in accessing technological resources that can promote active aging and digital inclusion. This paper presents a qualitative study that investigates the practical application of technologies, specifically the use of chatbots, as support tools in Spanish language teaching activities for older adults. Situated within the field of Informatics in Education, the study does not require prior computing skills but instead focuses on constructing methods and theories that foster the relationship between the subject (learner) and technology in knowledge acquisition. The research was exploratory, seeking to construct hypotheses grounded in three pillars: the chatbot, the older adult, and the Spanish language. The planning phase took into account the growing use of digital tools, such as chatbots, and involved offering a Spanish course to older adults affiliated with the Federal University of Rio Grande do Sul (UFRGS) through its Digital Inclusion Unit (UNIDI). Participants, aged 60 and over, took part in three in-person classes, supplemented by virtual activities developed on the chatbot, which was accessible via the Typobot.io platform. The only prerequisite established was the age of the interested parties, thereby promoting accessibility and inclusion. The course was structured with 60-minute classes featuring specific syllabus content and interactive chatbot activities, which included text flows, videos, Spanish-language audio clips, and interactive quizzes. These activities aimed to reinforce learning and encourage autonomous practice of the language. The results indicated that participants perceived the chatbot's contribution to their Spanish learning, although the evaluation of its effectiveness and engagement was polarized. Some users found the tool very useful, while others reported technical difficulties and lower motivation, reflecting a heterogeneous experience. Data analysis shows that the potential of chatbots as a support tool for language teaching to older adults is promising, but its effectiveness depends on factors such as individual motivation, ease of use, and the perception of real progress. The experience reinforces the importance of adapting technologies to the specific needs of the target audience, considering their limitations and preferences. Furthermore, it should be noted that, despite the technical obstacles, the initiative contributes to the discussion on the role of technology in the "Longevity Revolution," promoting active aging, digital inclusion, and lifelong learning. This experience demonstrates that the use of chatbots in an educational context for older adults has the potential to support autonomy and continuous learning, although it requires attention to technical and motivational issues. The findings reinforce the need to develop accessible, intuitive, and motivating solutions capable of overcoming barriers and enhancing the benefits of technology in promoting a more active and participatory old age. Thus, this work contributes to the understanding of how technology can act as a bridge to knowledge and social inclusion for the older population, fostering an innovative and inclusive approach to the education of older adults.

Keywords: Chatbots, Teaching Spanish, elderly people.