Uma agenda globalmente estruturada para a educação, a educação infantil e as concepções de avaliação e qualidade da educação defendidas pela Unesco

Abstract

This research was developed with the Graduate Program in Education (Stricto Sensu), Master's and Doctoral Degree (Programa de Pós-Graduação Stricto Sensu em Educação, Nível Mestrado e Doutorado - PPGE) at the State University of Western Paraná (Universidade Estadual do Oeste do Paraná - UNIOESTE), Cascavel Campus. The concentration area of the study was Education and the Research Line was Education, Social Policies and Nation. The objective was to analyze the guidelines for early childhood education and the conceptions of Evaluation and Quality of Education in documents that resulted from three major International Meetings on Education, as part of a globally structured agenda by UNESCO. The investigation was based on bibliographic research of essays, dissertations, theses and articles, as well as documents about UNESCO and three major International Education Meetings, held between 1990 and 2015: Jomtien (1990), Dakar (2000) and Incheon (2015). Therefore, we observe that AGEE plays a crucial role in the elaboration of guidelines for Educational Policies, supported by the ideology of development, just as UNESCO acts as a disseminator of such fundamentals to peripheral countries. The formation of human capital since kindergarten, structured by the common base of knowledge, strengthens and supports the international division of labor in the process of capitalist crises.