Public policies of education in developing contexts perceived in the complexity of the glocal

• Autor(a) principal: Mendes, Carolina
• Data de Publicação: 2018
• Outros Autores: Alves, José Matias, Carvalho, Paulo de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2018.3442

This article wishes to assess public policies of education in Angola, carried out in cooperation procedures for post 2015 development, namely, social partnerships established between the Angolan Government and organizations of the second and third sectors in the area of adult literacy in a professional environment. References are made to some conclusions of a study carried out within a PhD in Educational Sciences, which according to the theory of a Situated Epistemology of Development Cooperation understands that policies are presented at different levels, such as mega site, macro site and meso site. It is concluded that such social partnerships make sense and become more consistent when perceived in the context of dialogic cooperation, where the parties involved present certain provisions that partners tend to present when properly justified in a local network of partnerships.