Educação, Corpo, Cultura: caminhos possíveis para a Humanização e a Educação de Jovens e Adultos

Abstract

A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos.Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença.Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra. Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso.Educação, Corpo, Cultura: caminhos possíveis para a Humanização e a Educação de Jovens e Adultos Autor(es):

International organizations and the technical and professional education networks in Latin America: A comparative analysis between Brazil and Mexico

“…The correlations between Mexico and Brazil in the field of technical and professional education have been the object of our research since 2014. In our studies (Silva, 2014, 2017, 2018a, 2018b, 2019; Silva and Riboli, 2016), we have found out that both countries have suffered great influence from the proposals of international organizations, which, in turn, have not imposed their educational perspectives from the top down. They have acted through partnership with national institutions to implement their proposals.…”

“…In addition to the OECD, another major influencer of public policy in Brazil and Mexico has been the World Bank. In surveys carried out in 2015 and 2016, Silva and Riboli (2016) analyzed 50 projects financed by the World Bank, between 1974 and 2016, in both Mexico and Brazil. According to the results of the analysis, most Brazilian projects were aimed at structuring and improving the education systems of the states, with an emphasis on the processes of training teachers and school management teams, improving basic education and the infrastructure of schools.…”

“…The Mexican projects, in turn, were developed under the perspective of the so-called “educational modernization”, aiming at changes and reforms in basic education, and in technical and higher education. The amount of loans taken out by these two countries, based only on the analysis of the 50 projects, reached nine billion dollars in Mexico, and exceeded 17 billion dollars in Brazil (Silva and Riboli, 2016). Moreover, according to the authors, the perspective that guides most of the 50 projects is that of efficiency and effectiveness, meritocracy, standardization of curricula, evaluation and education by results.…”

Art Education: Two Decades of Creation, Evaluation and Application of an Interdisciplinary Method of Artistic Literacy

“…Creation of the foundations of a concept or model that supports this practice" (LB89); 6. "Promote training workshops given by leading professionals in the area with the main objective of reinforcing knowledge and promoting training and autonomous production in stages after training, so that collective creations and artistic construction as a whole take place in a logic of sharing where everyone can be part of the artistic-cultural whole" [36](p. 8) (LP17).…”

Os enunciados da função social da escola nos discursos de educandos jovens e adultos

“…Essa iniciativa, apregoada pelo MEC, eliminaria a necessidade de prover a EJA no país (SILVA, 2005), a qual passou a ser conduzida por mais um programa, dessa vez, dirigido por organização não-governamental, Alfabetização Solidária, da ex primeira dama D.…”