<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2017000300937</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.053.ao11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A agenda internacional para educação 2030: consenso &#8220;frágil&#8221; ou instrumento de mobilização dos atores da educação no século XXI?]]></article-title>
<article-title xml:lang="en"><![CDATA[The new international agenda for education 2030: soft consensus or a tool for mobilization of education&#8217;s actors in the XXI century?]]></article-title>
<article-title xml:lang="es"><![CDATA[Agenda internacional de educación para 2030: consenso &#8220;frágil&#8221; o instrumento de movilización de las partes interesadas de la educación en el siglo XXI?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Akkari]]></surname>
<given-names><![CDATA[Abdeljalil]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université de Genève  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Suisse</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>53</numero>
<fpage>937</fpage>
<lpage>958</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000300937&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000300937&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000300937&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, analisaremos as questões da agenda internacional para a educação em 2030. Inicialmente, vamos destacar a importância da agenda internacional de educação nos aspectos em que ela assinala a influência do global e internacional nas políticas nacionais de educação. Esta agenda é também o resultado do trabalho conjunto das organizações internacionais influentes no setor da educação. Em seguida, examinaremos as principais diretrizes internacionais decorrentes desta agenda. Vamos destacar a onipresença de uma concepção neoliberal da educação, embora o componente humanista não tenha desaparecido completamente. Isso resulta em uma agenda, na qual um consenso superficial prevalece sobre a análise lúcida. Na terceira parte do artigo, concentrar-nos-emos no conceito de educação para a cidadania global que surge como uma orientação inovadora. Na última parte do artigo, buscaremos analisar de que maneira esta agenda pode ser traduzida no contexto educacional brasileiro. Esta agenda pode acelerar a criação de um sistema educativo em várias velocidades (plusieures vitesses) com base em testes padronizados. Pode também, caso ocorra uma mobilização dos educadores progressistas e as reformas estruturais sejam realizadas, representar a possibilidade de uma educação de base libertadora e de qualidade para todos. Evidentemente, o papel dos professores será uma das chaves de leitura das implicações da Agenda 2030 no Brasil e ao redor do mundo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, we focus on the issues of the international agenda for education in 2030. Initially, we highlight the importance of the international agenda which points out the influence of global and international trends in national education policies. This agenda is also the result of joint work of influential international organizations in the education sector. Then, we examine the main orientations resulting from this agenda. We will highlight the omnipresence of neoliberal conception of education although the humanistic component has not completely disappeared. This results in an agenda where a soft consensus prevails over the a lucid analysis. In the third part of the article, we analyze how this agenda can be translated in the Brazilian educational context. This agenda can accelerate the consolidation of a two-tied educational system based on standardized tests. But, if there is a mobilization of progressive educators and structural reforms are carried out, this agenda represents the possibility of improving education quality for all. The role of teachers is one of the keys elements of the implications of Agenda 2030 in Brazil and around the world. In the last part of the article, we focus on the concept of education for global citizenship that emerges as an innovative orientation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo nos centramos en los temas de la agenda internacional para la educación en 2030. Inicialmente, se destaca la importancia de la agenda internacional de la educación en los aspectos en los que señala la influencia del global e internacional en las políticas nacionales de educación. Esta agenda es también el resultado del trabajo conjunto de las organizaciones internacionales influyentes en el sector de la educación. A continuación, vamos a examinar las principales directrices internacionales resultantes de esta agenda. Destacaremos la omnipresencia de la concepción neoliberal de la educación, aunque el componente humanista no ha desaparecido por completo. Esto resulta en una agenda, en el que un consenso superficial prevalece sobre el análisis lúcido. En la tercera parte del artículo, intentaremos analizar de qué manera esta agenda puede ser traducida para el contexto de la educación brasileña. Esta agenda puede acelerar la criazón de un sistema educativo en varias velocidades con base en las pruebas estandarizadas. También puede, si hay una movilización de los educadores progresistas y reformas estructurales se llevan a cabo, representar la posibilidad de la base liberadora y la educación de calidad para todos. Por supuesto, el papel de los maestros es una de las claves de interpretación de las implicaciones de la Agenda 2030 en Brasil y en todo el mundo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Globalização e Educação 2030]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade]]></kwd>
<kwd lng="pt"><![CDATA[Cidadania mundial]]></kwd>
<kwd lng="pt"><![CDATA[Interna-cionalização]]></kwd>
<kwd lng="pt"><![CDATA[Educação publica]]></kwd>
<kwd lng="en"><![CDATA[Globalization and education 2030]]></kwd>
<kwd lng="en"><![CDATA[Quality]]></kwd>
<kwd lng="en"><![CDATA[World citizenship]]></kwd>
<kwd lng="en"><![CDATA[Internationalization]]></kwd>
<kwd lng="en"><![CDATA[Public education]]></kwd>
<kwd lng="es"><![CDATA[Globalización y Educación 2030]]></kwd>
<kwd lng="es"><![CDATA[Calidad]]></kwd>
<kwd lng="es"><![CDATA[Ciudadanía mundial]]></kwd>
<kwd lng="es"><![CDATA[Internacionalización]]></kwd>
<kwd lng="es"><![CDATA[La educación pública]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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