Os Relatórios Globais sobre a Aprendizagem e Educação de Adultos da UNESCO
Elementos Conceptuais e Prioridades Políticas na Nigéria, Rússia e Eslovénia
DOI:
https://doi.org/10.25749/sis.25583Palavras-chave:
aprendizagem e educação de adultos, elementos conceptuais, prioridades políticas, GRALE, UNESCOResumo
Desde 2009, a UNESCO publicou diversos relatórios globais sobre a aprendizagem e educação de adultos (GRALE – Global Report on Adult Learning and Education), baseados em dados contidos em inquéritos realizados nos países membros e contendo análise de políticas e de práticas consideradas relevantes. Estes relatórios centram-se em cinco áreas, adotadas no Marco de Ação de Belém (política, governança, financiamento, participação e qualidade), construindo a aprendizagem e educação de adultos como um objeto de política ao nível global e reforçando o papel da UNESCO na conceptualização e na definição de prioridades políticas para o setor em questão. Recorrendo ao quadro de análise de políticas de educação de adultos de Lima e Guimarães (2011), este artigo debate os elementos conceptuais e as prioridades políticas dos quatro relatórios globais sobre a aprendizagem e educação de adultos (GRALE) e os últimos relatórios nacionais da Nigéria, Rússia e Eslovénia. As principais conclusões prendem-se com a discrepância entre elementos conceptuais e prioridades políticas aos níveis global e nacionais, estando os relatórios globais mais próximos da abordagem democrática e emancipatória e os relatórios nacionais da abordagem de modernização e controlo estatal.
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