Objective:

To interpret the meaning assigned to the teaching-learning strategies in the area of healthcare for the elderly.

Methods:

Qualitative exploratory study. People over 60 years of age and professionals from the gerontology area with experience in planning and executing health education participated. The information was collected through a semi-structured interview, and the data was analyzed through content analysis.

Results:

People over 60 years of age and professionals from the gerontology area with experience in healthcare education activities. Information was collected through a semi-structured interview, and the data was analyzed through content analysis. When triangulating the information, the gerontological professionals agree with the positive appreciation of the workshops but accompanied by an adequate participatory diagnosis and from the experience of the participant.

Conclusions:

The workshops are recognized as the best teaching-learning strategy for the elderly. This must be applied considering a participatory diagnosis, with the experience of the older person and be maintained over time.