ASPECTS OF AN EPISTEMOLOGY OF LIFELONG EDUCATION: A NEW EDUCATIONAL ORDER
The postulate of lifelong education as one of the pillars of the construction of educational systems at the global level is defined by UNESCO as a paradigm of a new proposal of education for postmodernity, originated from the debates of the 1970s, embodied in the report directed by Prime Minister Ed...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade do Sul de Santa Catarina (UNISUL) |
| Repositorio: | Poiésis (Tubarão. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:portaldeperiodicos.animaeducacao.com.br:article/6360 |
| Acceso en línea: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/6360 |
| Access Level: | acceso abierto |
| Palabra clave: | Lifelong learning New educational order Learning citizen Permanent education. Educación a lo largo de la vida Nueva orden educativa Ciudadano aprendiente Educación permanente. Educação ao longo da vida Nova ordem educativa. Cidadão aprendente Educação permanente. |
| Sumario: | The postulate of lifelong education as one of the pillars of the construction of educational systems at the global level is defined by UNESCO as a paradigm of a new proposal of education for postmodernity, originated from the debates of the 1970s, embodied in the report directed by Prime Minister Edgar Faure (1972). It was retaken in the 1990s, in a context of technological development, economic reforms and cultural changes. The aim of this work was to understand the origin, ideas and ideals that underlie the purpose of Lifelong Education and the discourses that originate from it. It seeks to show some aspects of this concept, trying to identify and point out its place in what concerns education in the areas of life (humanist perspective) and work (instrumental perspective) formation. |
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