and modify their teaching-learning methodologies. Therefore, the

objective of this study is to understand the meanings and senses of the

teachers' experiences as a result of the pandemic in the University System

for the Elderly of the University of Guadalajara. A qualitative methodology

was used, referring to a case study with phenomenological interpretation

that allows a construction of the meaning that a person gives to an

experience. The results show that the virtual transition complicates the

transmission of knowledge, the teachers of the University System for the

Elderly had to modify the teaching-learning methodology, and the

pandemic was able to enhance losses as well as gains.

confinamiento. Los docentes de los dichos programas tuvieron que

adaptarse al cambio y modificar sus metodologías de enseñanza-

aprendizaje. Por lo anterior, el objetivo de este estudio es comprender

significados y sentidos de las experiencias de los docentes a raíz de la

pandemia en el Sistema Universitario para el Adulto Mayor de la

Universidad de Guadalajara. Se realizó una metodología de corte

cualitativo referente a un estudio de casos con interpretación

fenomenológica que permite una construcción del significado que una

persona le da a una experiencia. Los resultados refieren a que la transición

virtual complica la transmisión de conocimientos, los docentes del Sistema

Currently there is a great scientific, technological and industrial

progress by contemporary society, thus producing a high life

expectancy in relation to past decades. Old age and the concept of

aging became important in the second half of the 20th century as a

social issue, a concern for aging in a good way and without the least

possible decadence. Thus, providing opportunities for a dignified life

with a perception of a good quality of life became a necessity for a

large part of the population. The task of reversing this deficit begins

with the exercise of rights, enforcing the framework of constitutional

of development of old age, where this stage is understood as a time

of life full of possibilities, in which activity and participation become

the basis for personal development to go through old age with

energy.

Beliefs about the conditions for learning in old age are strained by

the meanings of learning acquired in early socialization and the

change in perspective that older people experience with respect to

learning. Thus, more and more older adults are entering higher

education to learn more than just the contents of the subject matter,

so the reasons that this age group seeks education and the challenges

society, what he called: oppressors and the oppressed. Camacho

Gutiérrez & Vega Michel, (2016)In this text, he makes a division

between society, what he called: oppressors and the oppressed. In

the first group, the aim is to become aware of the reality in which the

individual lives, how the oppressed would always be subject to the

determinations of the oppressors. At the other extreme, it underlies

the initiative of the oppressed to confront the oppressors and free

themselves from the malpractices that were present.

From the point of view of Quijije, (2018) we are faced with an

education with a banking concept. The banking conception of

face-to-face classes for the elderly and how it was transited in this

journey. Another issue is, incredibly, the gains that were made when

the pandemic took over the face-to-face classes and turned them into

virtual ones, the seniors emerged and opted for this modality so as

not to lose the sense of belonging they have with the University, with

their classmates, but above all, with themselves.

Lifelong learning is an organizing principle of all forms of

education, including formal, non-formal and informal settings.

Formal learning is understood as learning that takes place in

daily life, the family, at work or in the community and is mediated

by people's interests or activities. Tobón, (2019) This concept is

based on the fact that learning is not pigeonholed to a specific period

of life, but rather that it forms a corpus of two senses, on the one

hand horizontally, which includes learning from the cradle to the

grave. On the other hand, vertically, under humanistic and

democratic values such as emancipation and inclusion. The key point

is to ensure relevant learning beyond a traditional schooling system.

Thus, lifelong learning should be offered under a range of accessible

possibilities, favoring the incorporation of age groups with fewer

Estado de México (UAEMx), Universidad Autónoma de Nuevo

León (UANL), Universidad de Guadalajara (U de G), Benemérita

Universidad Autónoma de Puebla (BUAP), Universidad Autónoma

de Yucatán (UADY), Universidad Mexiquense (UMEX) and

Universidad Autónoma de Tlaxcala (UATX).

Another four in private universities: Universidad Regiomontana

(UR), Universidad Iberoamericana de Puebla (IBERO), Universidad

Marista, Universidad del Sur (US). And five more by public

administration agencies, the Mexico City delegations (Xochimilco

transmitting knowledge and how to get older people to learn even in

the virtual world.

Subsequently, a phenomenological analysis was carried out in the

Atlas ti version 7 software, which aims at a literal transcription of

interviews for a subsequent content analysis divided into 3 phases:

on the University System of the Elderly in its transition to virtuality.

everything, to have the equipment for the lectures.... and the other

thing is that the experience, although virtually is very good, it does

not replace the experience, that is, we know that they do not learn as

much or there is not as strong feedback as we have in person,

virtuality has the limitation that you cannot live in the same way as

in person, there is a transmission of knowledge but being two hours

in front of a flat screen, in 4 walls is boring... tiring and even more

for an older adult" (Luis, SUAM teacher).

Consequently, the teachers' problem with virtuality is precisely that

change teachers so that it is not just one teacher, but two or three, we

have had to look for creativity".

Affectations in the University System for the Elderly in its transition

to virtuality. In order to achieve a concentration of SUAM students,

it was necessary to manage accounts in digital platforms that would

allow them to enter a sufficient number of students without time

limit, which implied a significant expense for the University System,

considering that the aforementioned does not charge any fee for

teaching the classes and the material is fully covered by the

University of Guadalajara through SUAM.

on one or more occasions during the course. "the technological part

affects a lot to this generation of older people, to express themselves,

to coexist in the way they want, what we try to do is the first classes

to focus on those limitations that we know will not be solved in 2 or

3 classes, it can be continuous throughout the semester".

It is important to highlight that for the teachers, the gains they had in

these virtual semesters is that they managed to reinvent the teaching-

learning methodology that they had planned and that not only made

it possible for seniors to stay in SUAM, but also for the number of

barriers and which resulted in a monumental enrichment of the

classrooms, both for students and teachers.

"The gain was to make our virtual courses, books, videos... we

believe that this can reach more people we increased the quantity,

maybe not the quality, but it reached more people, the goal is that

SUAM is the starting point but not the goal, that is to say that more

older adults can be trained in gardens even if they do not go to

SUAM, they can download it from Facebook, YouTube or even in

another language so they can download that activity or that

workshop."

and disadvantages that we have in our country to generate distance

education.

Reaching more corners of the country with SUAM is the most

notable achievement that the teachers envision, since the overall

objective is that the elderly obtain tools for a better aging and

enhance their quality of life. The simple fact of having more than

100 students per class spread throughout the country is simply

fabulous. On the other hand, more and better socio-political and

administrative conditions are required for older people to continue