A EDUCAÇÃO COMO ESTRATÉGIA DE DESENVOLVIMENTO SUSTENTÁVEL E O PAPEL DAS MULHERES: AS CONCEPÇÕES DA COMISSÃO ECONÔMICA PARA A AMÉRICA LATINA E CARIBE – CEPAL

• Ano de defesa: 2017
• Autor(a) principal: Nunes, Luana dos Santos
• Orientador(a): Gehrke, Marcos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação (Mestrado - Irati)
• Departamento: Unicentro::Departamento de Ciências Humanas, Letras e Artes
• País: Brasil
• Palavras-chave em Português: CEPAL; Mulheres; Gênero; Desenvolvimento sustentável; Capital Social; Capital humano; Educação
• Palavras-chave em Inglês: ECLAC; Women’s; Gender; Sustainable development; Social Capital; Human Capital; Education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1181

This work discuss the conceptions of development and Education and their relation of women’s issues of the Economic Commission for Latin America and the Caribbean (ECLAC) since 2000’s. Rulled by Dialectical Historical Materialism, it was made a bibliographic research based on primary and secundary sources. The first source is made of the documents produced by the commission, especially from the “Collection of Position Documents of the Commission Session” and the work field “Gender Issues”, and the second one corresponds to the theoretical reference for analysis. The ECLAC belongs to the United Nation System, created in 1948 and developed as a thinking school encharged of thinking and dissiminating strategies of development based on region and specificities. Since it was created until at least the analyzed period of investigation, it searches to suit to its theorical elaborations of the historycal needs that are present to the reproduction of capitalist sociability. It was recently verified that since 2000’s the entity works with a sustainable development proposal which aims the balance between the economical, social and environmental dimensions. Poverty is one of the major obstacles placed for this model thereafter it receives the headlines in women’s issues agenda because they make part of the group which is the most affected by the pouperism. Every citizen is invited to join this Project, afterall the main objective is not the search for the phenomenon essence, it is not considered that the capitalism perpetuation requires the umbridled exploration of the human being and the environment. The Education has occupied an important role on ECLAC’s recomendations. In the 1990 it was written an specific document about the issue and an attempt was to articulate the Education, Knowledge and development. The Educational function should be to promote new minds and new practices, especially the behavior and the skills to the performance of work market functions. At this moment it is taken as basis the Human Capital Theory (HCT) in which the Education is a way to invest on the man and that can bring economical profit in the future. In the burst of 2000’s, with the objective of potencialize the sustainable development proposal the ECLAC proposed an educational conception according to which it must be invested as much as in human capital as in social capital. Now it is necessary to raise productivity and competitivity of the individual as much as buid a civic culture that is a condition to make a solidary, harmonious and reliable society.