Orientador(es)
Resumo(s)
This communication intends to analyze public policies of education in Angola,
concretized in practices of cooperation to post 2015 development, notably, the
social partnerships established between the Angolan Government and
organizations of the second and third sectors in the context of adult literacy in a
professional environment.
References are made to some conclusions of a study carried out within a PhD in
Educational Sciences, which following the theory of a situated epistemology of
development cooperation, understands that the policies are presented at different
levels, such as mega site, macro site and the meso site.
It is concluded that such social partnerships make sense and become more
consistent when understood in the context of dialogic cooperation, where the
parties involved present certain provisions that partners tend to present when
properly justified in a local network of partnerships.
Descrição
Palavras-chave
Public Policies of Education Social Partnerships Situated Epistemology of Development Cooperation Dialogic Cooperation
Contexto Educativo
Citação
Mendes, C., Matias Alves, J., Carvalho, P. (2017). Políticas públicas de educação em contextos em desenvolvimento percebidas na complexidade do glocal. In J. Machado, C. Palmeirão, I. Cabral, I. Baptista, J. Azevedo, J. M. Alves, M. C. Roldão (orgs.), Educação, Territórios e Desenvolvimento Humano : Atas do II Seminário Internacional, Porto, Portugal, 20-21 de Julho de 2017. (pp. 1151-1167). Porto: Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano
Editora
Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano