摘要：This article – showing the results of an activity based on the indissolubility of teaching, research, and service in
Graduate education – analyzes, using sociological references based on the literature on labor, education, and
aging, the digital learning process of a group of individuals 45 years old or older. The data, collected through
individual semi-structured interviews, was methodologically examined using collective subject discourse
analysis and socio-professional trajectories analysis. This course of action allows for an identification of
historic-generational determinations that shed light on the socio-professional trajectories of this mature group
of subjects. The results also show that, for the investigated group, digital learning is directly related to the
feeling of social inclusion. At the same time, the fear of damaging the machine (the computer) or even making
a mistake is a challenge to the educational process; this fear has to be overcome in order to make the digital
learning process possible.
关键词：Group of mature age, socio-professional trajectories, collective subject discourse analysis, digital
learning process, social inclusion, indissolubility of teaching, research, and service.
