investigação objetiva compreender o significado conceitual de qualidade da educação e formação integral objetivado nas orientações da UNESCO,voltadas a educação para a cidadania. Refere-se aos resultados de uma pesquisa qualitativa, ancorada na análise documental da Agenda 2030 para a educação (UNESCO, 2016) e do guia pedagógico Educação para a cidadania global: tópicos e objetivos de aprendizagem(UNESCO, 2015). Como resultados, avistamos que essas orientações internacionais embasam as políticas educacionais dos estados nacionais, defendendo uma qualificação que possa ser mensurada, atestando uma formação para o mercado, uma vez que a educaçãoseria um investimento para o desenvolvimento econômico. A formação integral pensada não diz respeito a formação humana emancipatória.
The objective of the present investigation is to understand the conceptual meaning of education quality and integral formation as targeted by UNESCO guidelines, which are aimed at promoting education and citizenship. The study used a qualitative approach, anchored in the documentary analysis of the Agenda 2030 for Education (UNESCO, 2016) and the pedagogical guide "Education for Global Citizenship: Topics and Learning Objectives" (UNESCO, 2015). The results indicate that these international guidelines underpin national educational policies, advocating for qualification that can be measured, attesting to a formation focused on the market. In this sense, education is seen as an investment for economic development. However, it is worth noting that the integral formation envisioned here does not refer to an emancipatory human formation.
The objective of the present investigation is to understand the conceptual meaning of education quality and integral formation as targeted by UNESCO guidelines, which are aimed at promoting education and citizenship. The study used a qualitative approach, anchored in the documentary analysis of the Agenda 2030 for Education (UNESCO, 2016) and the pedagogical guide "Education for Global Citizenship: Topics and Learning Objectives" (UNESCO, 2015). The results indicate that these international guidelines underpin national educational policies, advocating for qualification that can be measured, attesting to a formation focused on the market. In this sense, education is seen as an investment for economic development. However, it is worth noting that the integral formation envisioned here does not refer to an emancipatory human formation.
