UNESCO, EDUCAÇÃO DE JOVENS E ADULTOS E MOBILIZAÇÃO POLÍTICA

Autores

  • Marcella Milana Universidad de Aarhus

Resumo

Abstract (em inglês)

UNESCO is a supranational actor, whose political action contributes to the mobilization of a range of social actors around the governance of youth and adult education.

In this article the author examines the types of mobilization processes that occur through interactions between UNESCO and other political actors.
The results bring to light three modes of mobilization through which: 1) a shared past in youth and adult education is co-constructed (landmarking), 2) a viable future is envisioned through interactions between UNESCO and other political actors (brokering), and 3) specific standard-setting and monitoring instruments are created, in an attempt to produce material changes in youth adult education (framing).

In conclusion the author stresses the need for further research to deepen the understanding of these processes and the materiality of the changes they are (or are not) able to produce.

Downloads

Não há dados estatísticos.

Biografia do Autor

Marcella Milana, Universidad de Aarhus

Marcella Milana é professora associada da Universidade de Aarhus (Dinamarca) e Marie Curie Fellow na Universidade da Califórnia-Los Angeles (EUA). E-mail: mami@edu.au.dk. Áreas de interesse: sociologia e política da educação de adultos e aprendizagem ao longo da vida.

Os seus interesses de pesquisa recentes estão voltados para  as políticas de educação de adultos em um mundo globalizado e para os efeitos das ações realizadas  por organizações intergovernamentais  sobre as políticas e as práticas nacionais e locais. Entre outros temas ela tem escrito também sobre política europeia, e sobre educação de adultos para o pleno exercício da cidadania democrática.

As suas publicações mais recentes incluem (com John Holford) Adult Education and the European Union. Theorethical and Methodological Perspectives (Sense Publishing, 2014), e em Português: As estructuras da política global na EJA: proposta teórica de un modelo de interpretação (Revista do Mestrado Profissional Gestão em Organizações Aprendentes, Vol. 2:2, 2013, p. 64-83).

 

Referências

Ball, Stephen (2012). Global Education Inc. New Policy Networks and the Neo-liberal Imaginary. New York: Routledge.

Burawoy, Michael, Joseph A. Blum, Sheba George, Zsuzsa Gille, Teresa Gowan, Lynne Haney, Maren Klawiter, Steven H. Lopez, Seán Ó Ríain and Millie Thaye (2000). Global Ethnography: Forces, Connections, and Imaginations in a Postmodern World. University of California Press.

Borg, Carmel, e Peter Mayo (2005). “The EU Memorandum on lifelong learning. Old wine in new bottles?” Globalisation, Societies and Education, 3.2: 203-225.

Carney, Stephen (2009). “Negotiating Policy in an Age of Globalization: Exploring Educational ‘Policyscapes’ in Denmark, Nepal, and China.” Comparative Education Review 53.1: 63-88.

Carney, Stephen (2011). “Imagining Globalization: Educational Policyscapes”. World Yearbook of Education 2012. (Redatores) Gita Steiner-Khamsi e Florian Waldow. London / New York: Routledge. 339-353.

Cerny, Phillip (2001). “From ‘Iron Triangles’ to ‘Golden Pentangles’? Globalizing the Policy Process.” Global Governance 7.4: 397-410.

Clarke, Adele (2005). Situational analysis: Grounded theory after the postmodern turn. Thousand Oaks, CA: Sage.

Corry, Olaf (2010). “What is a (global) polity?” Review of International Studies 36: 157-180.

Delors, Jacques, e International Commission on Education for the Twenty-First Century (1996), Learning: The Treasure within. Paris: UNESCO.

Easton, David (1953). The Political System. An Inquiry into the State of Political Science. New York: Knopf.

Elfert, Maren (2013). “Six Decades of Educational Multilateralism in a Globalising World: The History of the Unesco Institute in Hamburg.” International Review of Education 59: 263-87.

Fauré, Edgar, e International Commission on the Development of Education (1972). Learning to be: The world of education today and tomorrow. Paris: UNESCO.

Fenwick, Tara, e Richard Edwards (2010). Actor-Network Theory in Education. London: Routledge.

Grek, Sotiria, Martin Lawn, Bob Lingard, e Janne Varjo (2009), “North by northwest: Quality assurance and evaluation processes in European education.” Journal of Education Policy, 24.2: 121–133.

Hamilton, Mary (2014). “Global, regional and local influences on adult literacy policy in England.” Globalisation, Societies and Education, 2.1: 110-126.

Ioannidou, Alexandra (2007). “A Comparative Analysis of New Governance Instruments in the Transnational Educational Space: a shift to knowledge-based instruments?” European Educational Research Journal, 6.4: 336-347.

Ireland, Timothy e Carlos Humberto Spezia (Redatores) (2012). Adult Education in Retrospective: 60 Years of Confintea. Brasilia: UNESCO-Brasilia Office and Brazilian Government-Ministry of Education.

Jakobi, Anja (2009). International Organizations and Lifelong Learning: From Global Agendas to Policy Diffusion. New York: Palgrave Macmillan (Transformation of the State Series).

Jones, Phillip W. (2005). The United Nations and Education: Lending, learning and development. London: Routledge,

Kinley, David (2009). Civilising Globalisation. Human Rights and the Global Economy. Cambridge: Cambridge University Press.

Latour, Bruno (2005). Reassembling the Social. An Introduction to Actor-Network Theory. Oxford: Oxford University Press.

Levinson, Bradley A.U., Margaret Sutton, e Teresa Winstead (2009). “Education Policy as a Practice of Power: Theoretical Tools, Ethnographic Methods, Democratic Options.” Educational Policy 23.6: 767-795.

Lima, Licínio, e Paula Guimarães (2011). European Strategies of Lifelong Learning: A Critical Introduction. Opladen & Farmington Hills: Barbara Budrich Publishers.

Lawn, Martin, e Satira Grek (2012). Europeanizing Education: governing a new policy space. Didcot, Oxon: Symposium Books.

Milana, Marcella (2012). “Political globalization and the shift from adult education to lifelong learning” RELA, 2.2: 103-117.

Milana, Marcella (2013a). As estruturas da política global na EJA: Proposta teòrica de um modelo de interpretação. Revista do Mestrado Profissional Gestão em Organizações Aprendentes, vol. 2(2), p. 64-83.< http://periodicos.ufpb.br/ojs/index.php/mpgoa/article/view/18119/10270>

Milana, Marcella (2013b). “Globalization, transnational policies and adult education.” International Review of Education, 58.6: 777-797.

Milana, Marcella, e John Holford (Redatores) (2014). Adult Education Policy and the European Union: Theorethical and Methodologicl Perspectives. Rotterdam: Sense Publishers (Research on the Education and Learning of Adults, Vol. I).

Milana, Marcella (em via de publicação). “Introduction: A Global Perspective on Adult Education and Learning Policies”. Adult Education and Learning Policy: A Worldwide Review. (Redatores) Marcella Milana and Tom Nesbit. NY, USA: Palgrave Macmillan.

Martens, Kerstin, e Dennis Niemann (2010). Governance by Comparison – How Ratings & Rankings Impact National Policy-making in Education (TranState Working Papers No. 139). Bremen: Sfb 597 Staatlichkeit im Wandel.

Medel-Añonuevo, Carolyn, Carlos Alberto Torres, e Richard Desjardins (2011). “Introduction.” International Review of Education, 57.1-2:1-8.

Moosung, Lee, e Tom Friedrich (2011). “Continuously reaffirmed, subtly accommodated, obviously missing and fallaciously critiqued: ideologies in UNESCO’s lifelong learning policy.” International Journal of Lifelong Education, 30.2: 151-169.

Mohorčič Špolar, Vida, e John Holford (2014). “Adult learning: from the margins to the mainstream”. Adult Education Policy and the European Union: Theoretical and Methodological Perspectives. (Redatores) Marcella Milana and John Holford. Rotterdam: Sense Publishers 35-50.

Mulenga, Derek, Aisha D. Al-Harthi, e Davin Carr-Chellman (2006). “Comparative and International Adult Education: A Content Analysis of Some Major Adult Education Journals.” Convergence 39.1: 77-89.

Nesbit, Tom, e Michael Welton (Redatores) (2013). Adult Education and Learning in a Precarious Age: The Hamburg Declaration Revisited [Special Issue]. New Directions for Adult and Continuing Education, 138.

Novóa Antonio, e Martin Lawn (Redatores) (2002). Fabricating Europe: The Formation of an Education Space, London, Kluwer Academic Publishers.

Ozga, Jenny (2000). Policy Research in Educational Settings contested terrain. Buckingham: Open University Press.

Panitsides, Eugenia (2014). “Learning a living? European Union Lifelong Learning policy: Advocating for “employability’.” Labor Markets: Policies, Challenges and the Role of Globalization. Ed. William E. Grossman. NY, USA: Nova Science, 85-101.

Panitsides, Eugenia (fortcoming) “Towards ‘utilitarian’ adult education perspectives? A critical review of the European Union adult education policy.” Adult Education and Learning Policy: A Worldwide Review. (Redatores) Marcella Milana and Tom Nesbit. NY, USA: Palgrave Macmillan.

Preece, Julia (2011). “Research in adult education and lifelong learning in the era of CONFINTEA VI.” International Journal of Lifelong Education 30.1: 99-117.

Rizvi, Fazal, e Bob Lingard (2011). Globalizing Education Policy. New York: Routledge.

Rizvi, Fazal (2009). “Mobile minds.” Globalizing the research imagination. (Redatores) Johannah Kenway e Jane Fahey. Aningdon. New York: Routledge, 101-114.

Robertson, Susan (2012). Signposts in ’doing’ critical transnational education policy analysis. Keynote address to the inaugural conference of the ESREA Network on Policy Studies in Adult Education, University of Nottingham, 10-12 February.

Rubenson, Kjell (em via de publicação). “Framing the adult learning and education policy discourse: The role of the OECD.” Adult Education and Learning Policy: A Worldwide Review. (Redatores) Marcella Milana and Tom Nesbit. NY, USA: Palgrave Macmillan.

Rubenson, Kjell (2009). “OECD educational policies and world hegemon.” The OECD and transnational governance. (Redatores) Rianne Mahon and Stephen McBride. Vancouver: UBC Press, 96-116.

Rubenson, Kjell (2006). “Constructing the lifelong learning paradigm: Competing visions from the OECD and UNESCO,” Milestones towards lifelong learning systems. Ed. Søren Ehlers. Copenhagen: Danish School of Education, 151-170.

Shore, Chris, Susan Wright, e Davide Però (Redatores) (1997). Policy Worlds: Anthropology and Analysis of Contemporary Power. London: Routledge.

Shore, Chris, e Susan Wright (Redatores) (1997). Anthropology of Policy: Critical perspectives on Governance and Power. London: Routledge.

Singh, J. P. (2011). United Nations Educational, Scientific, and Cultural Organization (UNESCO): Creating Norms for a Complex World. London / New York: Routledge.

Schuetze, Hans G. (2006). “International concepts and agendas of lifelong learning.” Compare 36.3: 289–306.

Tett, Lynn (2014). “Comparative performance measures, globalising strategies and literacy policy in Scotland.” Globalisation, Societies and Education 2.1: 127-142.

Tuijnman, A. C., e Ann Kristin Boström (2002). “Changing Notions of Lifelong Education and Lifelong Learning.” International Review of Education 48.1/2: 93-110.

United Nations Educational, Scientific and Cultural Organization (UNESCO) (2009). Harnessing the power and potential of adult learning and education for a viable future – Belèm Framework for Action. CONFINTEA VI Belèm, 4 December. Hamburg: UNESCO Institute for Lifelong Learning.

United Nations Educational, Scientific and Cultural Organization (UNESCO) (1997). The Hamburg declaration – The Agenda for the future. Fifth International Conference on Adult Education 14–18 July. Hamburg: UNESCO Institute for Education.

United Nations Educational, Scientific and Cultural Organization (UNESCO) (1976). Recommendation on the development of adult education adopted by the General Conference at its nineteenth session, Nairobi, 26 November. Accessed 18 July 2012 from http://uil.unesco.org/fileadmin/keydocuments/AdultEducation/en/declaration-nairob_e.pdf.

UNESCO Institute for Lifelong Learning (UIL) (2013). 2nd Global Report on Adult Learning and Education – Rethink Literacy. Hamburg: UIL.

UNESCO Institute for Lifelong Learning (UIL) (2009). Global Report on Adult Learning and Education. Hamburg: UIL.

UNESCO Institute for Lifelong Learning (UIL) (2012). Towards an Open Learning World. Hamburg: UIL.

Vavrus, Frances, e Lesley Bartlett (Redatores) (2009). Critical Approaches to Comparative Education. Vertical Case Studies from Africa, Europe, the Middle East, and the Americas. Palgrave MacMillan.

Wain, Kenneth (2001). “Lifelong Learning: Small Adjustments or Paradigmatic Shift?” International Handbook of Lifelong Learning. (Redatores) David Aspin, Judith Chapman, Michael Hatton, and Yukiko Sawano. Dordrecht: Kluwer Academic Publishers,183-198 (Vol. I).

Wise, Thomas J, e Rorden Wilkinson (2011). “Foreword.” United Nations Educational, Scientific, and Cultural Organization (UNESCO): Creating Norms for a Complex World. J. P. Singh, London / New York: Routledge, xvi-xviii.

Downloads

Publicado

2014-08-01

Como Citar

MILANA, M. UNESCO, EDUCAÇÃO DE JOVENS E ADULTOS E MOBILIZAÇÃO POLÍTICA. Revista Temas em Educação, [S. l.], v. 23, n. 2, p. 40–69, 2014. Disponível em: https://periodicos.ufpb.br/index.php/rteo/article/view/20023. Acesso em: 18 abr. 2024.

Edição

v. 23 n. 2 (2014): RTE (jul.-dez.)

Seção

ARTIGO DE REVISÃO

Licença

Autores que publicam nesta revista concordam com os seguintes termos:

. Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.

. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.

. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).