<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000200330</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.82526</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[APRENDIZAGEM INFINDÁVEL E PERDA DE PRESTÍGIO DAS INSTITUIÇÕES DE ENSINO SUPERIOR]]></article-title>
<article-title xml:lang="en"><![CDATA[ENDLESS LEARNING AND THE LOSS OF PRESTIGE OF HIGHER EDUCATION INSTITUTIONS]]></article-title>
<article-title xml:lang="es"><![CDATA[EL APRENDIZAJE INTERMINABLE Y LA PÉRDIDA DE PRESTIGIO DE LAS INSTITUCIONES DE ENSEÑANZA SUPERIOR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Erinaldo Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saraiva]]></surname>
<given-names><![CDATA[Karla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Oeste do Pará (UFOPA)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Luterana do Brasil (ULBRA)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>77</numero>
<fpage>330</fpage>
<lpage>342</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000200330&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000200330&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000200330&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do artigo é analisar como os sujeitos trabalhadores atualmente são direcionados para uma constante renovação de habilidades por meio de uma aprendizagem infindável. Mais especificamente, pretende-se mostrar as estratégias para a constituição de sujeitos que buscam na aprendizagem ao longo da vida um meio de permanecer no mercado. A empiria é constituída por matérias do jornal Valor Econômico e entrevistas com quatro trabalhadores. A análise identifica e discute estratégia argumentativa que afirma que as instituições de ensino superior já não conseguem assegurar uma aprendizagem que garanta a permanência no mercado de trabalho. A partir dessa estratégia, são apresentados três focos de análise: a redefinição dos papéis e atribuições dos professores, a constituição de um aprendiz ativo e autônomo e, por fim, a necessidade de que essa aprendizagem seja mediada por tecnologias digitais. É perceptível uma convergência entre os enunciados presentes nas matérias do jornal e nas entrevistas, mostrando que a mídia e os indivíduos compartilham de um mesmo regime de verdade acerca de uma aprendizagem que capacita para o trabalho.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this article is to analyze how today's workers are driven to constantly renew their skills through endless learning. More specifically, it aims to show the strategies for the constitution of subjects who seek lifelong learning as a means of remaining in the market. The empirical material consists of articles from the Valor Econômico newspaper and interviews with four workers. The analysis identifies and discusses an argumentative strategy which states that higher education institutions are no longer able to ensure learning which guarantees permanence in the job market. Based on this strategy, we present three points of analysis: the redefinition of teachers' roles and attributions, the constitution of an active and autonomous learner and, finally, the need for this learning to be mediated by digital technologies. There is a noticeable convergence between the statements in the newspaper articles and the interviews, showing that the media and the individuals share the same regime of truth about learning that trains for work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es analizar cómo los trabajadores actuales se ven impulsados a renovar constantemente sus competencias a través del aprendizaje interminable. Más concretamente, pretende mostrar las estrategias de constitución de sujetos que buscan el aprendizaje permanente como medio de permanecer en el mercado. El material empírico consiste en artículos del periódico Valor Econômico y entrevistas a cuatro trabajadores. El análisis identifica y discute una estrategia argumentativa que afirma que las instituciones de enseñanza superior ya no son capaces de asegurar un aprendizaje que garantice la permanencia en el mercado de trabajo. A partir de esta estrategia, se presentan tres puntos de análisis: la redefinición de las funciones y atribuciones de los profesores, la constitución de un aprendiz activo y autónomo y, por último, la necesidad de que este aprendizaje esté mediado por las tecnologías digitales. Existe una convergencia entre las afirmaciones de los artículos periodísticos y las de las entrevistas, lo que demuestra que los medios de comunicación y los individuos comparten el mismo régimen de verdad sobre el aprendizaje que forma para el trabajo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[aprendizagem ao longo da vida]]></kwd>
<kwd lng="pt"><![CDATA[empregabilidade]]></kwd>
<kwd lng="pt"><![CDATA[neoliberalismo]]></kwd>
<kwd lng="en"><![CDATA[lifelong learning]]></kwd>
<kwd lng="en"><![CDATA[employability]]></kwd>
<kwd lng="en"><![CDATA[neoliberalism]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje permanente]]></kwd>
<kwd lng="es"><![CDATA[empleabilidad]]></kwd>
<kwd lng="es"><![CDATA[neoliberalismo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<given-names><![CDATA[Bethan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprendizagem híbrida é desafio para universidades]]></article-title>
<source><![CDATA[Valor Econômico]]></source>
<year>2021</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
