Qualidade da educação na agenda global: análise da educação para todos da UNESCO

• Ano de defesa: 2019
• Autor(a) principal: Bueno, Cicera Aparecida Escoura [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/48912/001300002dm0n
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: UNESCO; Education For All; Quality In Education; Critical Theory; Educação Para Todos; Qualidade Em Educação; Teoria Crítica
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=8021472; https://repositorio.unifesp.br/handle/11600/60008

Adopting documentary analysis of Unesco publications dealing with Education for All, this study discusses the contents of the documents prepared and published by the agency, aiming to identify the principles of education that guide them, the characteristics related to the quality of education, the role attributed to education and its importance to society and whether the idea of quality is or has been linked to the achievement of some specific objective. As a hypothesis, it was established that there is a very strong link between the educational objectives advocated by UNESCO and the conception of quality proposed in its documents directed to world education and that in the productions of the organization there are permanencies and changes related to the characteristics attributed to quality education. The starting point for the survey was the World Declaration on Education for All, produced in Jomtien, Thailand in 1990. The Dakar Framework for Action was then adopted in 2000, which outlined the Millennium Development Goals, targets to be achieved by 2015. Then, the 2005 EFA Global Monitoring Report was analyzed, which adopted the Quality Imperative as the theme and the 2008 Report. Subsequently, the Global Monitoring Report of 2015 was discussed, which pointed out the progress and challenges of education. Finally, the Declaration of Incheon, the Framework for Action Education Agenda 2030, was adopted as the object of analysis. This document established basic elements for achieving the 4th Sustainable Development Objective proposed by the UN: towards inclusive and quality, equitable and lifelong education for all. In order to understand and identify the changes that have occurred in the paths taken by the institution, a historical survey is presented on the process of implementation of Unesco and, with the same objectives, survey of the processes of schooling and development of educational systems in the world western period between the end of World War II and contemporary times is presented. The Critical Theory of Society is the referential adopted to analyze transformations and permanences in the understanding of quality defended by the organ, aiming to point out the contradictions present - manifestly or latently - in their contents, as well as to identify the contradictions and observed inconsistencies between propositions and orientations and the concrete conditions that impact its viability. The research showed that, in the documents analyzed, the proposal of education, maintaining an articulation with the Human Capital Theory, is guided by economic interests that aim to meet the market and employability. Thus, the characteristics attributed to the quality of education involve the instrumental domain of elementary contents of reading, writing and calculations and the development of skills aimed at the insertion of individuals into the productive system. Linked to the achievement of a specific objective, the adaptability of the subjects, education has the task of providing training based on the dominant interests and without promoting opportunities for emancipation. It was observed that, although the agency maintains as premise to defend the importance of education in the society, the adoption of this utilitarian perspective has promoted, in the last decades, a modification in its guidelines and the attributes disseminated to a vision of quality, thus confirming, the initial hypotheses of the study. Conceptual analysis, based essentially on the perspective of Herbert Marcuse, who pointed to technological rationality as an apparatus for harmonizing the contradictions present in advanced industrial society by technically and economically manipulating human needs and interests and promoting one-dimensional thinking, allowed us to observe how Unesco productions since the 1990s have contributed to the production of consensuses, to the reduction of critical thinking, the fragmentation and standardization of training and the instrumentalisation of education.