Introduction and objective:
In contemporary society, education is increasingly shaped by population aging. Beyond global demographic shifts, this phenomenon affects social and community dynamics. It also generates new individual and collective demands. These changes underscore the need to promote gerontological learning across all age groups. Historically, however, education and aging were seen as incompatible. Their recent convergence has been driven by the paradigm of lifelong learning. Initial academic efforts to connect education, learning, and gerontology emerged in the 1970s, marking the foundation of educational gerontology and its subfields – gerontological education, education for aging, and the training of specialized professionals. In this context, increased longevity highlights the role of education for aging as a means of fostering society's development, combating ageism, and promoting intergenerational dialogue. This study aims to describe a gerontological educational action developed to form basic education teachers.

Method:
This qualitative study presents an experience report based on a course in education for aging, with eight participants, four of whom were basic education teachers. The initiative took place in January 2025 at a public university in São Paulo, Brazil, as part of an interdisciplinary outreach initiative designed to strengthen ties between the academic community and local schools.

Results and discussion:
The continuing education course sought to provide access to knowledge on education for aging, intergenerational co-education, and mediated dialogue, grounded in core gerontological concepts. The course was structured into five interrelated modules, which offered a conceptual framework aligned with the realities of a long-lived society and the participants’ teaching experiences. One module focused on designing a classroom-based pedagogical intervention on education for aging, encouraging participants to reflect on the practical application of the theories discussed. Overall, participants had limited prior knowledge of gerontology but showed strong engagement with the content, particularly in response to the proposed theory-practice integration.

Final considerations:
The discussions reinforced the importance of preparing basic education professionals and related fields to challenge ageist narratives and stereotypes about aging, old age, and older people – what can to support educators in designing and implementing more effective and transformative practices in schools and communities. Ultimately, the development of teaching skills and competencies grounded in the principles of education for aging may contribute to the creation of more inclusive, dialogical, and humanized intergenerational educational environments.

Keywords: Education for aging, gerontological educational action, basic education, professional development of teachers.