What excites you about adult learning and education?
"As social beings, we are always learning in order to adapt and improve ourselces to answer to our real necessities and to deal with the possibilities that appear during our lives. At the same time, as we learn and act, we are also teaching among other social beings, on purpose or not. Therefore, learning and teaching are permanent and social actions. As Paulo Freire would say, "nobody teaches anybody, nobody educates itself, human beings educate among themselves, mediated by the world"- Ina freirian perspective. that's a good starting point to think about permanent education or lifelong learning. Considering this idea, I would like to study, reflect and debate about the multiple (maybe infinite) ways we organize and promote educational processes - formal, informal, non-formal"
Lucas Campos is an assistant professor at the Federal University of Juiz de Fora (Brazil) since 2018. He did his PhD on Public Policies and Human Development at Rio de Janeiro State University (Brazil), in partnership with the Institute of Education of the University of Lisbon (Portugal).
His main research interests are linked with politics, public administration and organizational studies. In this field, he has been reflecting on the relationships between the State, civil society and educational public policies.
CG 3: Implementation of the European agenda for adult learning
The role of the EU in adult learning (AL) policymaking has received significant attention in the field of adult education. The EU is identified, among others, as one of the international organisations that promote particular discourses and policies of AL and stimulate international policy transfer – policy transfer encompasses ideas, ideology, practices and institutions and refers to the processes through which policies travel and move across borders – through best practices, European standards and evidence-based policy. However, although AL policies have no legal effects on member states, as due to the subsidiarity role these are non-binding documents, they are exercised in the form of ‘soft law’ (e.g. recommendations, guidelines) and supported through different governance mechanisms (e.g. standard-setting, capacity-building) and policy instruments (e.g. data generation, benchmarks, funding schemes).
To identify, whether the tendency to create similar AL policies based on European standards and norms leads towards convergence of AL policies and practices in EU member states, there is a need to examine the impact of EU’s AL policies on country-level AL policies and practices.
Therefore, this comparative group will examine the impact of one particular AL policy, i.e. Council Resolution on a renewed European agenda for adult learning (CEU, 2011), on member states AL policies and practices in the period 2012-2020, as well as commonalities and differences between member’s states in implementing the European agenda for adult learning in national contexts.
For more information about the comparative group have a look at our programme!
ALVES, Natália, SCHMIDT-LAUFF, Sabine, DOUTOR, Catarina & CAMPOS, Lucas (2020). Contexts of Recognition of Prior Learning: a comparative study of RPL initiatives in Brazil, Portugal and Germany. Andragogical Studies, 2, 87-110.
CAMPOS, Lucas & NEPOMUCENO, Vera (2020). Reflexões sobre a (re)configuração do trabalho docente no Brasil e em Portugal na era neoliberal. In: CABRERA (Org.). História do Movimento Operário e Conflitos Sociais em Portugal. 687-702. Lisboa: Instituto de História Contemporânea.
CAMPOS, Lucas (2018). Políticas Públicas e as lutas por memória e justiça: contradições e limites. Revista Transversos, 12, 37-55.
CAMPOS, Lucas (2017). A construção da cidade olímpica carioca: o que ficará na memória? In: CALABRE, CABRAL & SIQUEIRA (Orgs.). Memória das olimpíadas no Brasil: diálogos e olhares. 2, 152-167. Rio de Janeiro: Fundação Casa de Rui Barbosa.
CAMPOS, Lucas, SANTOS, Laura & PRESTES, Gabriela (2015). A Administração Pública e o Projeto de Educação Brasileiro: o caso da cidade do Rio de Janeiro. Revista Brasileira de Administração Política, 8, 141-160.