Educational Paradigms in the Age of Technological Displacement
Referência Bibliográfica: BAGNALL, R. G. Lifelong Learning and the Learning Society. Leiden: Brill Sense, 2009. Resumo: The conceptual architecture of lifelong learning operates as a critical theoretical response to structural transformations in production, automation, and labour allocation. Bagnall (2009) demonstrates that the learning society paradigm reconstructs adult education into continuous knowledge acquisition, framing adaptation as an ongoing civic and economic imperative. Furthermore, institutional analyses highlight that such educational trajectories are profoundly shaped by political and territorial realities, meaning that lifelong learning initiatives cannot be separated from the specific governance structures and regional labour markets within which they operate (The stepping-stones of lifelong learning policies: politics, regions and labour markets, 2023). Citações: "The learning society conceptualises education not as a finite institutional phase, but as a permanent condition of human labour and social participation" (Bagnall, 2009). Comentários: In the Brazilian academic tradition of critical fichamento, this conceptual reading underscores that labour automation cannot be analyzed as a purely technological event. Educational policies designed to mitigate displacement must account for regional disparities and structural stratification, ensuring that lifelong learning serves broader emancipatory goals rather than merely functionalist adaptations to market volatility.