The influence of Unesco's ideas on public education policies for the effectiveness of the right
To education in Brazil
Bibliographic Data
| ID | 5867085 |
|---|---|
| Authors | Dirleia Fanfa Sarmento (0000-0001-7328-6343, Universidade La Salle), José Antunes De Miranda (0000-0002-5338-4728, Universidade La Salle), Roberto Carlos Ramos (0000-0002-3972-7528, Universidade La Salle) |
| Year | 2024 |
| Volume | 40 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educar em Revista (JOURNAL) |
| Journal identifiers | ISSN: 0104-4060 • E-ISSN: 1984-0411 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/1984-0411.94841-t |
| OpenAlex | W4405421909 |
| SCIELO_PID | S0104-40602024000102402 |
| Language | EN |
| References cited | 6 |
This article is the result of a documentary research and its analytical-discursive focus is the influence of the ideas of the United Nations Organization for Science, Education and Culture (UNESCO), since the nineties, on public education policies aimed at the effectiveness of the right to education in Brazil, in the context of Elementary Education. It highlights that, as a specialized agency of the United Nations (UN) and, aligned with the purposes of this organization, UNESCO emphasizes the relevance of education as a means of building a culture of peace and tolerance, eradicating poverty, promoting and protecting human rights, and fostering equitable and sustainable economic development. Under the aegis of education conceived as a right for all, UNESCO works through technical cooperation agreements with Member States, public institutions, the private sector, Civil Society Organizations (CSOs), universities and networks. This study addresses education policies based on Stephen Ball's assumptions, understanding them as strategic regulating devices that represent the conceptions and interests of those who develop them. Based on the documentary analysis proposed by Cellard, it describes the main dimensions covered in the Declarations resulting from the Conferences and World Forums held by UNESCO, within the established time frame, concerning the right to education in Elementary Education. It also highlights the presence of such dimensions in in-depth Brazilian educational policies, corroborating the fact that internationalization and technical cooperation are at the heart of UNESCO's constitution and, therefore, the influence of UNESCO's ideas on the policies of the Member States starts, to a greater or lesser extent, at the moment each of these States joined this organization
Pedagogy · Political science · Public education · Sociology · Global Educational Policies and Reforms · Human Rights and Development · Ombudsman and Human Rights · Public Administration
| Citation velocity | historical |
|---|---|
| Highly cited | No |