Educação ao longo da vida: a eterna obsolescência humana




This study discusses the historical roots of the idea lifelong learning proposed as the central guiding principle behind a new model of education for the twenty first century, defended and disseminated by UNESCO and the European Union. Using document analyses, it was possible to grasp the justifying arguments, the elements which make it a political strategy and how the content of educational reform, above all identifying the central position that the criticism of educational systems takes on in the configuration of this project education by UNESCO is used to create a tolerant and passive citizen who will always be obsolete. The policy proposals by UNESCO and the European Union were compared from the educational perspective, seeing them in a wider movement of hegemony of capital, and at the end of the analysis, concluding convergences between the elements that make up this so-called #broader conception# of education, as well as the new characteristics of educational systems and, especially, the process of fragmentation of people reworked in the light of neoliberal policy. In this manner, it was possible to identify the proposal to train citizens under the UNESCO policy for enterprise and under the European Union for business. The principal thesis sustained in this study is the notion that lifelong learning above all represents a temporal declaration that institutes a way of conceiving of education and its subjects in relation to the past, present and future, anchored in a conception of time and history which aims at the construction of a new subjectivity, a subject in eternal obsolescence.


educação: educação e estado união européia políticas públicas unesco educacao

Documentos Relacionados