A ação conjunta de organizações internacionais (UE e OCDE) em educação: metamorfoses? observações em torno de políticas educativas em Portugal
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Tipo
Artigo
Classficação
Nível teórico
Data
2019
Autores
Título do Períodico
Roteiro
ISSN
2177-6059
Página(s)/e-location
1-24
Idioma(s)
pt
Fonte
Fonte
Joaçaba
44
3
set./dez.
44
3
set./dez.
Coleções
Resumo
Desde 2013 a Organização para a Cooperação e Desenvolvimento Económico (OCDE) desenvolve uma intervenção em educação em Portugal, com o objetivo de elaborar uma Estratégia Nacional de Competências, com particular incidência no campo da educação de adultos e, posteriormente (2017), no contexto de uma política nacional para o ensino básico e secundário, Projeto Autonomia e Flexibilidade Curricular. Em um e outro casos, trata-se de políticas nacionais enquadradas pelo Programa Educação e Formação 2020, no âmbito das políticas europeias de educação, e de dinâmicas que mobilizam o trabalho direto dos técnicos da OCDE com os atores no terreno das escolas e outros contextos educativos. A europeização da educação e das políticas públicas neste domínio, e genericamente a ação de organizações supranacionais, constitui a expressão de uma nova ordem educacional associada a processos e projetos políticos de globalização e da economia do conhecimento. Neste texto, analisa-se o percurso de europeização da educação para, à luz dos casos referidos, discutir se a centralidade da mediação nacional – concretizada pelas opções e apropriações pelos governos nacionais das políticas, orientações e modelos educativos disseminados por organizações supranacionais como a OCDE e a União Europeia (UE) – pode estar a assumir formas diferentes, derivadas desta mais recente conexão na ação em educação entre atores e contextos globais e locais. Estas metamorfoses podem passar, por exemplo, por articulações antes desconhecidas na constituição dos espaços global e local, com novos papéis e protagonismos para as autoridades nacionais, bem como para as organizações internacionais e outros perfis para atores e contextos locais.
Since 2013, the Organization for Economic Co-operation and Development (OECD) has been developing an intervention in education in Portugal, with the objective of building a National Skills Strategy, with a particular focus on adult education and, later on (2017), in the context of a national policy for primary and secondary education, the Project Autonomy and Curriculum Flexibility. In both cases, these are policies under the Education e Training 2020 Program, within the framework of European education policies, and constitute dynamics that mobilize the direct work of OECD technicians with actors in the field of schools and other educational contexts. The Europeanisation of education and public policies in this field, and generally the action of supranational organizations, is the expression of a new educational order associated with political processes and projects of globalization and the knowledge based economy. In this paper, the pathway of the Europeanization of education is analyzed in order to discuss, taking in account the above mentioned education policies, whether the centrality of national mediation may be taking different forms derived from this more recent connection in action in education between global and local actors and contexts. These metamorphoses can, for example, take place through previously unknown articulations in the constitution of global and local spaces, with new roles and protagonisms for national authorities, as well as for international organizations and other profiles for actors and local contexts.
Depuis 2013, l’Organisation pour la Coopération et le Développement Économique (OCDE) développe une intervention dans le secteur de l’éducation au Portugal, dans le but de construire une Stratégie Nationale pour les Compétences, en mettant l’accent sur l’éducation des adultes et, plus tard (2017), dans le contexte d’une politique nationale pour l’enseignement primaire et secondaire, le Project Autonomie et Flexibilité au Curriculum. Dans les deux cas, il s’agit de politiques relevant du Programme Éducation e Formation 2020, dans le cadre de politiques européennes en matière d’éducation, et de dynamiques mobilisant le travail direct des techniciens de l’OCDE avec des acteurs du terrain de l’école et d’autres contextes éducatifs. L’européanisation de l’éducation et des politiques publiques dans ce domaine, et en général l’action des organisations supranationales, est l’expression d’un nouvel ordre éducatif associé à des processus et projets politiques de la mondialisation et de l’économie de la connaissance. Dans cet article, nous analysons le parcours de l’européanisation de l’éducation afin de discuter, à la lumière des deux politiques éducatifs mentionnés, si la centralité de la médiation nationale pourrait prendre formes différentes après cette connexion plus récente dans l’action en matière d’éducation entre les acteurs et les contextes locaux et globaux.
Since 2013, the Organization for Economic Co-operation and Development (OECD) has been developing an intervention in education in Portugal, with the objective of building a National Skills Strategy, with a particular focus on adult education and, later on (2017), in the context of a national policy for primary and secondary education, the Project Autonomy and Curriculum Flexibility. In both cases, these are policies under the Education e Training 2020 Program, within the framework of European education policies, and constitute dynamics that mobilize the direct work of OECD technicians with actors in the field of schools and other educational contexts. The Europeanisation of education and public policies in this field, and generally the action of supranational organizations, is the expression of a new educational order associated with political processes and projects of globalization and the knowledge based economy. In this paper, the pathway of the Europeanization of education is analyzed in order to discuss, taking in account the above mentioned education policies, whether the centrality of national mediation may be taking different forms derived from this more recent connection in action in education between global and local actors and contexts. These metamorphoses can, for example, take place through previously unknown articulations in the constitution of global and local spaces, with new roles and protagonisms for national authorities, as well as for international organizations and other profiles for actors and local contexts.
Depuis 2013, l’Organisation pour la Coopération et le Développement Économique (OCDE) développe une intervention dans le secteur de l’éducation au Portugal, dans le but de construire une Stratégie Nationale pour les Compétences, en mettant l’accent sur l’éducation des adultes et, plus tard (2017), dans le contexte d’une politique nationale pour l’enseignement primaire et secondaire, le Project Autonomie et Flexibilité au Curriculum. Dans les deux cas, il s’agit de politiques relevant du Programme Éducation e Formation 2020, dans le cadre de politiques européennes en matière d’éducation, et de dynamiques mobilisant le travail direct des techniciens de l’OCDE avec des acteurs du terrain de l’école et d’autres contextes éducatifs. L’européanisation de l’éducation et des politiques publiques dans ce domaine, et en général l’action des organisations supranationales, est l’expression d’un nouvel ordre éducatif associé à des processus et projets politiques de la mondialisation et de l’économie de la connaissance. Dans cet article, nous analysons le parcours de l’européanisation de l’éducation afin de discuter, à la lumière des deux politiques éducatifs mentionnés, si la centralité de la médiation nationale pourrait prendre formes différentes après cette connexion plus récente dans l’action en matière d’éducation entre les acteurs et les contextes locaux et globaux.
Descrição
Palavras-chave
Organizações internacionais, Nexo global-local em educação, Europeização da educação, Portugal, Organisations internationales, Lien global-local en éducation, L’européanisation de l’éducation, Portugal
Citação
ANTUNES, Fátima. A ação conjunta de organizações internacionais (UE e OCDE) em educação: metamorfoses? observações em torno de políticas educativas em Portugal. Roteiro, Joaçaba, v. 44, n. 3, p. 1-24, set/dez. 2019. https://doi.org/10.18593/r.v44i3.20813. Disponível em: https://portalperiodicos.unoesc.edu.br/roteiro/article/view/20813. Acesso em: 2022-04-04