<?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>2238-8346</journal-id>
<journal-title><![CDATA[Revista Educação e Políticas em Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Polít. Debate]]></abbrev-journal-title>
<issn>2238-8346</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia - Faculdade de Educação - FACED]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-83462023000200722</article-id>
<article-id pub-id-type="doi">10.14393/repodv12n2a2023-68701</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Qualidade da educação e a formação integral para a cidadania nas prerrogativas dos organismos internacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[Education quality and integral formation for citizenship in the prerogatives of international organizations]]></article-title>
<article-title xml:lang="es"><![CDATA[Calidad de la educación y formación integral para la ciudadanía en las prerrogativas de las organizaciones internacionales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miesse]]></surname>
<given-names><![CDATA[Maria Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Yedda Maria Silva Caraçato de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Fernando Lazaretti Onorato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Vânia de Fátima Matias de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>722</fpage>
<lpage>738</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-83462023000200722&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-83462023000200722&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-83462023000200722&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A 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 educação seria um investimento para o desenvolvimento econômico. A formação integral pensada não diz respeito a formação humana emancipatória.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La presente investigación tiene como objetivo comprender el significado conceptual de la calidad de la educación y la formación integral, tal como lo objetiva la UNESCO en sus directrices, dirigidas a promover la educación y la ciudadanía. El estudio se realizó mediante un enfoque cualitativo, anclado en el análisis documental de la Agenda 2030 para la educación (UNESCO, 2016) y la guía pedagógica "Educación para la ciudadanía global: temas y objetivos de aprendizaje" (UNESCO, 2015). Los resultados indican que estas directrices internacionales fundamentan las políticas educativas nacionales, defendiendo una cualificación que pueda ser medida, atestiguando una formación dirigida al mercado. En este sentido, la educación se ve como una inversión para el desarrollo económico. Sin embargo, es importante destacar que la formación integral aquí contemplada no se refiere a una formación humana emancipadora.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas Públicas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Educação para a Cidadania]]></kwd>
<kwd lng="pt"><![CDATA[Educação para o Trabalho]]></kwd>
<kwd lng="en"><![CDATA[Educational Public Policies]]></kwd>
<kwd lng="en"><![CDATA[Education for Citizenship]]></kwd>
<kwd lng="en"><![CDATA[Education for Work]]></kwd>
<kwd lng="es"><![CDATA[Políticas Públicas Educativas]]></kwd>
<kwd lng="es"><![CDATA[Educación para la Ciudadanía]]></kwd>
<kwd lng="es"><![CDATA[Educación para el Trabajo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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