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Abstract(s)
O presente relatório constitui uma reflexão fundamentada do percurso profissional
desenvolvido ao longo desta última década. As experiências profissionais vivenciadas no âmbito
da educação e formação de adultos e a investigação desenvolvida nesta área permitiram
aprofundar os conhecimentos sobre as relações existentes entre a União Europeia e Portugal no
campo das políticas educativas.
Nesta investigação constatou-se a existência de uma mudança estrutural nas políticas
educativas ao nível da União Europeia, associadas a processos multidimensionais relacionados
com os fenómenos da globalização e que geraram transformações sociais e económicas
conducentes ao reaparecimento de identidades culturais em diversas partes do mundo,
influenciados em especial pelo sistema financeiro.
Considera-se que estamos a presenciar a criação de uma nova ordem educativa
mundial, com uma agenda globalmente estruturada para a educação, que tem permitido
perceber a forma como o fenómeno da globalização interfere e se relaciona com a educação.
Neste processo de transferência de autoridade nacional para instâncias supranacionais,
constata-se a existência de processos de regulação que moldam e adequam os sistemas
educativos aos imperativos económicos globais.
A escola enquanto organização complexa, exposta aos fenómenos endógenos da
globalização, apresenta diferentes racionalidades, práticas organizacionais e administrativas.
Neste contexto, surge a necessidade de um enquadramento conceptual capaz de clarificar a
compreensão e interpretação das várias dimensões organizacionais e de refletir a sua
identidade, bem como distinguir, com clareza, entre modelos normativos e modelos teóricos
explicativos das várias visões do mundo, que regulam e organizam a vida social segundo vários
paradigmas, padrões e princípios de justiça.
A educação de adultos encontra-se no plano central das políticas mundiais e
congruentemente também em Portugal, como resposta aos problemas da globalização para eliminar as "geografias da ignorância", pois na perspetiva de uma sociedade do conhecimento é
fundamental promover a aprendizagem ao longo da vida para o desenvolvimento pessoal e
social do cidadão, bem como das comunidades onde se insere.
This report constitutes a well-founded reflection on the professional course developed over the last decade. The professional experience of adult education and training and the research carried out in this area have enabled to deepen our knowledge about the relationship between the European Union and Portugal in the field of educational policies. This investigation revealed the existence of a structural change in the European Union educational policies, associated with multidimensional processes related to the phenomenon of globalization and that generated social and economic transformations leading to the reappearance of cultural identities in different parts of the world, influenced in particular by the financial system. It is considered that we are witnessing the creation of a new worldwide education order with a globally structured agenda for education that has made it possible to perceive how the phenomenon of globalization interferes and is related to education. In this process of transferring national authority to supranational instances, there are processes of regulation that shape and adapt educational systems to global economic imperatives. School as a complex organization, exposed to the endogenous phenomenon of globalization, presents different, practical, organizational and administrative rationalities. In this context, the need arises for a conceptual framework capable of clarifying the understanding and interpretation of the various organizational dimensions and of reflecting its identity, as well as clearly distinguishing between normative models and theoretical models that explain the various worldviews that regulate and organize social life according to various paradigms, standards and principles of justice. Adult education is at the central level of world policies and congruently also in Portugal, as a response to the problems of globalization in order to eliminate the "geographies of ignorance", since in the perspective of a knowledge society it is fundamental to promote a learning throughout life for citizen's personal and social development, as well as of the communities where it is inserted.
This report constitutes a well-founded reflection on the professional course developed over the last decade. The professional experience of adult education and training and the research carried out in this area have enabled to deepen our knowledge about the relationship between the European Union and Portugal in the field of educational policies. This investigation revealed the existence of a structural change in the European Union educational policies, associated with multidimensional processes related to the phenomenon of globalization and that generated social and economic transformations leading to the reappearance of cultural identities in different parts of the world, influenced in particular by the financial system. It is considered that we are witnessing the creation of a new worldwide education order with a globally structured agenda for education that has made it possible to perceive how the phenomenon of globalization interferes and is related to education. In this process of transferring national authority to supranational instances, there are processes of regulation that shape and adapt educational systems to global economic imperatives. School as a complex organization, exposed to the endogenous phenomenon of globalization, presents different, practical, organizational and administrative rationalities. In this context, the need arises for a conceptual framework capable of clarifying the understanding and interpretation of the various organizational dimensions and of reflecting its identity, as well as clearly distinguishing between normative models and theoretical models that explain the various worldviews that regulate and organize social life according to various paradigms, standards and principles of justice. Adult education is at the central level of world policies and congruently also in Portugal, as a response to the problems of globalization in order to eliminate the "geographies of ignorance", since in the perspective of a knowledge society it is fundamental to promote a learning throughout life for citizen's personal and social development, as well as of the communities where it is inserted.
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Keywords
Escola Políticas educativas Educação e formação de adultos School Educational policies Adult education and training