Convergences between national and South American public policies for the promotion of books, reading, and libraries and 2030 Agenda SDG 4: what is behind them?

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (Unesp)-
Autor(es): dc.contributorUniversidade de São Paulo (USP)-
Autor(es): dc.creatorCamillo, Everton da Silva [UNESP]-
Autor(es): dc.creatorCastro Filho, Claudio Marcondes de [UNESP]-
Data de aceite: dc.date.accessioned2022-02-22T00:58:05Z-
Data de disponibilização: dc.date.available2022-02-22T00:58:05Z-
Data de envio: dc.date.issued2021-06-25-
Data de envio: dc.date.issued2021-06-25-
Data de envio: dc.date.issued2019-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.5007/1518-2924.2020.e68384-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/209954-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/209954-
Descrição: dc.descriptionObjective: To identify and to measure existing convergences between national public policies of promotion of the books, reading and libraries goals of South American countries, and the ten goals of 2030 Agenda Sustainable Development Goal (SDG) 4 (Quality Education). Methods: Content Analysis method was used to objectify the investigation, and the thematic analysis technique was applied. Results: The public policies analyzed are closely linked to the area of education. It is understood that training professionals for the labor market are not an action that is at their core. It is also understood that the analyzed public policies favored basic education and relegated the prospects for secondary and tertiary education in the South American countries, to which the analyzed national public policies belong. Conclusions: It is concluded that, regarding the forces, the analyzed public policies are strongly linked to the actions of education and its fomentation in society. They also privilege the primary education and, as it is understood in the analysis, some pedagogical practices. However, the perceived weaknesses in the outcome relate to secondary and tertiary education. The national public policies analyzed are far from the goal of searching for competences and specific skills for the labor market, linked to technical and vocational education.-
Descrição: dc.descriptionUniv Estadual Paulista, Dept Ciencia Informacao, Ciencia Informacao, Marilia, SP, Brazil-
Descrição: dc.descriptionUniv Sao Paulo, Dept Educ Informacao & Comunicacao, Ciencia Informacao, Ribeirao Preto, Brazil-
Descrição: dc.descriptionUniv Estadual Paulista, Dept Ciencia Informacao, Marilia, SP, Brazil-
Descrição: dc.descriptionUniv Estadual Paulista, Dept Ciencia Informacao, Ciencia Informacao, Marilia, SP, Brazil-
Descrição: dc.descriptionUniv Estadual Paulista, Dept Ciencia Informacao, Marilia, SP, Brazil-
Formato: dc.format23-
Idioma: dc.languagept_BR-
Publicador: dc.publisherUniv Federal Santa Catarina-
Relação: dc.relationEncontros Bibli-revista Eletronica De Biblioteconomia E Ciencia Da Informacao-
???dc.source???: dc.sourceWeb of Science-
Palavras-chave: dc.subjectPublic Policies-
Palavras-chave: dc.subjectPromotion of book-
Palavras-chave: dc.subjectreading-
Palavras-chave: dc.subjectlibrary-
Palavras-chave: dc.subjectSDG 4-
Palavras-chave: dc.subject2030 Agenda-
Palavras-chave: dc.subjectSouth America-
Título: dc.titleConvergences between national and South American public policies for the promotion of books, reading, and libraries and 2030 Agenda SDG 4: what is behind them?-
Tipo de arquivo: dc.typelivro digital-
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