Participação e Aprendizagem pelo Prisma de Estudos Comparativos Transnacionais
Vertentes do Género e Restrições Temporais
DOI:
https://doi.org/10.25749/sis.25637Palavras-chave:
género, tempo, temporalidades, participação, aprendizagem de adultosResumo
A participação na aprendizagem de adultos é moldada por “temporalidades heterogéneas, complementares, antagónicas e contraditórias” (Alhadeff-Jones, 2017, p. 3). O tempo é um fator essencial, sociocultural, e a aprendizagem precisa de tempo e leva tempo (cf. Schmidt-Lauff, 2019). “Demasiado ocupado no trabalho” e “responsabilidades com os filhos ou família” (OECD, 2017) são as principais razões para a não-participação na educação de adultos. O tempo é um elemento importante nas desigualdades de género a nível internacional (European Institute for Gender Equality, 2020a, 2020c). Este artigo faz uma análise comparativa de como o tempo, o género e a aprendizagem estão interligados na educação de adultos na Eslovénia e na Hungria. A análise inclui uma comparação inicial de dados quantitativos e políticas relacionadas com o tempo. No entanto, para fazer jus ao caráter complexo do tempo, uma abordagem triangular, utilizando dados qualitativos recolhidos em entrevistas com (não-)participantes em atividades de educação de adultos, vai mais longe que a descrição estatística. O estudo pretende uma melhor compreensão da experiência subjetiva de temporalidades, enquanto aprendizagem (considerando o stress e a maturação, etc.). Este artigo procura chamar a atenção para a sensibilidade temporal, por exemplo, na luta contra restrições temporais quando se cuida de filhos e se é um empresário bem-sucedido ao mesmo tempo.
Downloads
Referências
Adult Education Act. (2018). (Slovenia). Retrieved from: http://www.pisrs.si/Pis.web/pregledPredpisa?id=ZAKO7641
Alhadeff-Jones, M. (2017). Time and the rhythms of emancipatory education: Rethinking the temporal complexity of self and society. London: Routledge.
Berger, P., & Luckmann, T. (1991). The social construction of reality. London: Penguin Books.
BIBB - Federal Institute for Vocational Education and Training. (2012). Adult Education Survey (data survey of participation and non-participation of adults in life-long learning). Retrieved from: https://www.bibb.de/en/1656.php
Bray, M. (2005). Methodology and Focus in Comparative Education. In M. Bray & R. Koo (Eds.), Education and Society in Hong Kong and Macao (pp. 237-251). Dordrecht: Springer.
Butler, J. (1990). Gender trouble: feminism and subversion of identity. London: Routledge.
Cambrigde Dictionary. Retrieved from: https://dictionary.cambridge.org/dictionary/english/time
Charters N., & Hilton R. J. (1989). Landmarks in international adult education. A comparative analysis. London / New York: Routledge.
Commission οf the European Communities. (2000). A Memorandum for Lifelong Learning. Retrieved from: https://uil.unesco.org/i/doc/lifelong-learning/policies/european-communities-a-memorandum-on-lifelong-learning.pdf
Council of the European Union. (2011). Council Resolution on a renewed European agenda for adult learning. 2011/C 372/01. Retrieved from https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32011G1220(01)
Council of the European Union. (2018). Proposal for a Council Recommendation on Key Competences for Lifelong Learning. Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:52018DC0024&rid=2
Egetenmeyer, R. (2014). International comparative research in adult and continuing education: Between governance and disciplinary configuration. REPORT. Journal for Research in Continuing Education, 2(37), 15-28.
Elias, N. (1984). An Essay on Time. Oxford: Blackwell.
ELLI-Index (2010). A sound measure for lifelong learning in the EU. Joint Research Centre Institute for the Protection and Security of the Citizen. Retrieved from: https://publications.jrc.ec.europa.eu/repository/handle/JRC60268
Employment Relationships Act. (2013). (Slovenia). Retrieved from: http://www.pisrs.si/Pis.web/pregledPredpisa?id=ZAKO5944&d-49685-p=2
European Institute for Gender Equality. (2020a). Gender Equality Index 2020: Slovenia. Retrieved from: https://eige.europa.eu/publications/gender-equality-index-2020-slovenia
European Institute for Gender Equality. (2020b). Gender Equality Index. Retrieved from: https://eige.europa.eu/gender-equality-index/about
European Institute for Gender Equality. (2020c). Gender Equality Index. Retrieved from: https://eige.europa.eu/gender-equality-index/2020/domain/time
EUROSTAT (2007). Adult Education Survey (AES, 2007) Retrieved from: https://ec.europa.eu/eurostat/web/microdata/adult-education-survey
EUROSTAT (2020a). Mean instruction hours spent by participant in education and training by sex. Retrieved from: https://ec.europa.eu/eurostat/databrowser/view/trng_aes_151/default/table?lang=en
EUROSTAT (2020b). Distribution of non-formal education and training activities by type and sex. Retrieved from: https://ec.europa.eu/eurostat/databrowser/view/trng_aes_188/default/table?lang=en
EUROSTAT (2020c). Participation rate in education and training by sex. Retrieved from: https://ec.europa.eu/eurostat/databrowser/view/trng_aes_100/ default/table?lang=en
EUROSTAT (2020d). Participation rate in education and training by educational attainment level. Retrieved from: https://ec.europa.eu/eurostat/databrowser/view/trng_aes_102/default/table?lang=en
EUROSTAT (2020e). Participation rate in education and training (last 12 months) by type, 2016. Retrieved from: https://ec.europa.eu/eurostat/statistics-explained/index.php?title=File:Participation_rate_in_education_and_training_(last_12_months)_by_type,_2016_(%25_of_adults_aged_25–64).png&oldid=486786h
EUROSTAT (2021). Pupils and students in education by age groups - as % of corresponding age population. Retrieved from: https://ec.europa.eu/eurostat/databrowser/view/EDUC_UOE_ENRA05__custom_1207465/default/table?lang=en
EURYDICE (2021). Slovenia: Population: Demographic Situation, Languages and Religions. Retrieved from: https://eacea.ec.europa.eu/national-policies/eurydice/content/population-demographic-situation-languages-and-religions-77_en
Field, J., KünzeL K., & Schemmann, M. (2016). International comparative adult education research. Reflections on theory, methodology and future developments. Internationales Jahrbuch der Erwachsenenbildung. Göttingen, 39(1), 109-134.
Flick, U. (1997). Qualitative Sozialforschung. Reinbek: Rowohlt.
Heidemann, L. (2021). Weiterbildungspartizipation und Bildungsurlaub. Theorie, Forschungsstand und empirische Analyse. Bielefeld: wbv. doi: 10.3278/6004811w
Hungarian Adult and Continuing Education. (Act LXXVII of 2013). Retrieved from https://net.jogtar.hu/jogszabaly?docid=a1300077.tv
Hungarian Central Statistical Office. (2021). Retrieved from https://www.ksh.hu/stadat_files/okt/hu/okt0005.html
Hungarian Family Protection Act. (1998) Retrieved from https://net.jogtar.hu/jogszabaly?docid=99800084.tv
Hungarian Higher Education. (Act CCIV of 2011). Retrieved from https://net.jogtar.hu/jogszabaly?docid=a1100204.tv
Hungarian Labor Law. (2013). Retrieved from https://net.jogtar.hu/jogszabaly?docid=a1200001.tv
Hungarian Public Education. (Act CXC of 2011). Retrieved from https://net.jogtar.hu/jogszabaly?docid=a1100190.t
Jackson, L. (2014). Comparing Race, Class and Gender. In M. Bray, B. Adamson & M. Mason (Eds.), Comparative Education Research (pp. 195-220). Cham: Springer International Publishing.
Jokila, S., Kallo, J., & Rinne, R. (Eds.) (2015). Comparing times and spaces: Historical, theoretical and methodological approaches to comparative education. Jyväskylä: Finnish Educational Research Association.
Klanjšek, R., Deželan, T., & Vombergar, N. (2021). Zaposlovanje in podjetništvo. In M. Lavrič & T. Deželan (Eds.), Mladina 2020: položaj mladih v Sloveniji (pp. 117-162). Maribor: Univerza v Mariboru, Univerzitetna založba; Ljubljana: Založba Univerze v Ljubljani. Retrieved from: https://www.mlad.si/e-katalogi/Mladina_2020/162/
Leccardi, C. (2005). Gender, Time and Biographical Narrative. Journal of Social Science Education, 2, 1-13. doi: 10.4119/jsse-336
Levine, R. (2006). A Geography of Time: The Temporal Misadventures of a Social Psychologist. New York: BasicBooks.
Lima, L. C., & Guimarães, P. (2011). European strategies in lifelong learning. A critical introduction. Opladen u.a.: Verlag Barbara Budrich.
Mayring, Ph. (2002). Einführung in die Qualitative Sozialforschung. Weinheim und Basel: Beltz Studium.
OECD (2017). Education at a Glance 2017. OECD Indicators. Paris: OECD Publishing. doi: 10.1787/eag-2017-en
OECD Skills Outlook (2021). Learning for Life. Retrieved from: https://www.oecd-ilibrary.org/sites/0ae365b4-en/index.html?itemId=/content/publication/0ae365b4-en
Parental Protection and Family Benefits Act. (2014). (Slovenia). Retrieved from: http://www.pisrs.si/Pis.web/pregledPredpisa?id=ZAKO6688
Reischmann, J. (Ed.) (2021). Essential Readings in International and Comparative Adult Education. Augsburg: ZIEL Verlag.
Reischmann, J., & Bron Jr, M. (Eds.) (2008). Comparative Adult Education 2008: Experiences and Examples. A Publication of the International Society for Comparative Adult Education ISCAE. Frankfurt, New York: Peter Lang.
Rosa, H. (2013). Social acceleration: A new theory of modernity. New York: Columbia University Press.
Schilling, E, & O’Neil, M. (Eds.) (2020). Frontiers in Time research – Einführung in die interdisziplinäre Zeitforschung. Wiesbaden: Springer VS.
Schmidt-Lauff, S. (2012). Zeit und Bildung. Annäherungen an eine zeittheoretische Grundlegung. Münster: Waxmann.
Schmidt-Lauff, S. (2019). Learning towards the future – Rethinking temporal contingencies. Indian Journal of Adult Education, 80(3-4), 5-15. Retrieved from: http://iaea-india.in/admin/img/publication/IAEA Journal July-Dec 2019.pdf
Schmidt-Lauff, S. (2020). Weiterbildung anders begreifen – Lernen jenseits beruflicher Optimierung. Education Permanente, 3, 19-26. Zürich, Switzerland: SVEB/FSEA. Retrieved from: https://alice.ch/fileadmin/Dokumente/EP_PDF/EP2020-3_web.pdf
Schmidt-Lauff, S., & Bergamini, R. (2017). The Modern Phenomenon of Adult Learning and Professional Time-Sensitivity – a Temporal, Comparative Approach Contrasting Italy and Germany. In R. Egetenmeyer, S. Schmidt-Lauff & V. Boffo (Eds.), Adult Learning and Education in International Contexts: Future Challenges for its Professionalization (pp. 147-160). Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien: Peter Lang.
Schmidt-Lauff, S., & Hassinger, H. (i.p.). Biographieforschung und Zeit. In D. Nittel, H. von Felden & M. Mendel (Eds.), Erziehungswissenschaftliche Biographieforschung und Biographiearbeit (i.p.). Weinheim und Basel: Beltz Juventa.
Schmidt-Lauff, S., Schiller, J., & Camilloni, F. (2018). Comparing temporal agendas of policies and institutions in (work-related) adult education. In R. Egetenmeyer & M. Fedeli (Eds.), Adult Education and Work Contexts. International Perspectives and Challenges (pp. 25-40). Frankfurt am Main: Peter Lang Verlag. Retrieved from: https://www.peterlang.com/free_download?document_id=1110390&product_form=ebook&publication_type=pdf
Slovenian Institute of Adult Education. (2020). Ponudba izobraževanja in učenja za odrasle v Sloveniji v 2019/2020. Retrieved from: https://arhiv.acs.si/InfO-mozaik/2020/94.pdf
Slowey, M. (2016). Comparative adult education and learning. Authors and Texts. Firenze, Italy: Firenze University Press.
Statistical Office of the Republic of Slovenia. (2020a). Socioeconomic characteristics of population, Slovenia, 1 January 2020. Retrieved from: https://www.stat.si/StatWeb/en/News/Index/9263
Statistical Office of the Republic of Slovenia. (2021). Population Number and Structure. Retrieved August 8, 2021, from: https://www.stat.si/StatWeb/en/Field/Index/17/104
Sweeting, A. (2014). Comparing Times. In M. Bray, B. Adamson & M. Mason (Eds.), Comparative Education Research. Approaches and Methods (pp. 167-194). Heidelberg et al: Springer.
Tomažič, M., & Osvald Zaletelj, T. (2021). Aktivno in neaktivno prebivalstvo. Metodološko pojasnilo. Statistical Office of the Republic of Slovenia. Retrieved from: https://www.stat.si/StatWeb/File/DocSysFile/7788/07-008-MP.pdf
United Nations (2015). The sustainable development goals report 2016. New York : United Nations Publications. Retrieved from: https://unstats.un.org/sdgs/report/2016/The Sustainable Development Goals Report 2016.pdf
Wendorff, R. (1980). Zeit und Kultur: Geschichte des Zeitbewusstseins in Europa. Wiesbaden: Westdeutscher Verlag.
West, C., & Fenstermaker, S. (1995). Doing Difference. Gender and Society, 9(1), 8-37. Retrieved from: https://www.jstor.org/stable/189596
West, C., & Zimmerman, D. H. (1987). Doing Gender. Gender and Society, 1(2), 125-151. Retrieved from: https://www.jstor.org/stable/189945
Widany, S., Reichart, E., Christ, J., & Echarti, N. (Eds.) (2021). Trends der Weiterbildung – DIE Trendanalyse 2021. doi: 10.3278/85/0026w
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2022 Sisyphus – Revista de Educação
![Creative Commons License](http://i.creativecommons.org/l/by-nc/4.0/88x31.png)
Este trabalho encontra-se publicado com a Creative Commons Atribuição-NãoComercial 4.0.
O Copyright (c) pertence à Sisyphus – Journal of Education. No entanto, encorajamos que os artigos publicados na revista sejam publicados noutros lugares, desde que seja solicitada a autorização da Sisyphus e os autores integrem a nossa citação de fonte original e um link para o nosso site.
Política de auto-arquivo
É permitido aos autores o auto-arquivo da versão final publicada dos seus artigos em repositórios institucionais, temáticos ou páginas web pessoais e institucionais.
Subscritor DORA
O Instituto de Educação da Universidade de Lisboa, editor da Sisyphus, é um dos subscritores da Declaração de São Francisco sobre Avaliação da Investigação (DORA).