Política educativa de jovens e adultos no Brasil no contexto da agenda globalmente estruturada para a educação

• Ano de defesa: 2017
• Autor(a) principal: Fraga, Elizângela Ribeiro
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educational policy; Globalization; Globally Structured Agenda for Education; Youth and adult education; Política educativa; Agenda Globalmente Estruturada para a Educação; Educación de jóvenes y adultos; Globalización; Agenda Globalmente Estructurada para la Educación; Educação e Estado; Educação de jovens e adultos; Globalização - Educação; Organizações internacionais; Políticas públicas - Educação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8534

The main objective of this research was to analyze the Youth and Adult educational policies in Brazil, their contours in the transition of the millennium, between 2000 and 2015, as well as their relations to the Globally Structured Agenda for Education (GSAE), and the tensions promoted in the civil society. Roger Dale (2010), argues that the GSAE makes it possible to understand the impacts of the globalization on the reconfiguration of the role of the State, and how the International Organisms (IOs) become representatives of this agenda to induce and standardize the public transnational policies. This study is based on the hypothesis that the international political policies are part of a globally structured agenda for education that involves global agenda such as Education for All (EFA), the Millennium Development Goals (MDGs), the Sustainable Development Goals (SGDs), and those related to EJA, such as the Confinteas. As theoretical background, we worked with the following categories: globalization, educational policies and their relation to the State in the elaboration of public policies, based on the political sociology of (IANNI, 1994; 1997), (HELD, 1984; 2002), (TORRES, 2001; 2003) and on the political theory of (GRAMSCI, 1978; 2001), (DUSSEL, 1977; 1993).The epistemological foundations of the critical realism (BASKAR,1978) are taken asreference to the elaboration of the analyses that were produced during the research, thus supporting a mixed methodology that involved: documentary research, official data from the Brazilian Institute of Geography and Statistics (IBGE), National Population Sample Survey (Pnad) and National Research and Statistics Institute Anísio Teixeira (INEP); as well as the use of NVivo 11 as a qualitatitive tool for data analysis. During the research process, the reports of the World Bank (WB), the Organization for Economic Cooperation and Development (OECD), the EFA, SGD, and V and VI Confinteas were described and critically analyzed. At a national level, the Youth and Adult education specific documents and the reports of the National Youth and Adult education meeting (ENEJA) were analyzed. The results indicate the presence of the neoliberal logic expressed in the IO recommendations on EJA´s educational policies that were developed in Brazil, during the studied period, by the means of mechanisms, processes and events that highlights a reconfiguration of the role of the State in order to answer to the Market demands rather than the civil society ones. The policies for literacy development, for poverty reduction, directed to the most vulnerable groups, as well as the policies for economic development and the emphasis on the education and the learning throughout life, among other categories, have a great influence on the elaboration of EJA´s educational policies, challenging the civil society capacity for arguing, specificifically the EJA´s Forums, in favor of changing the directions of the educational policies. Therefore, reaffirming the Brazilian State submission to the Globally Structured Agenda for Education.