References
- Ball, S. J., 2007. Education plc. Understanding private sector participation in public sector education. London: Routledge.
- Ball, S. J., 2009. Lifelong learning, subjectivity and the Totally Pedagogised Society. In: M. A. Peters, et al., eds. Governmental studies in education. Rotterdam: Sense Publishers, 201–216.
- Bauman, Z., 2000. Liquid modernity. Cambridge: Polity.
- Bernstein, B., 2001. Das pedagogias aos conhecimentos. Educação, sociedade & culturas, 15, 9–17.
- Biesta, G., 2006. What’s the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning. European educational research journal, 5 (3–4), 169–180.
- Bourdieu, P., 2000. Contrafogos. Oeiras: Celta.
- Clarke, J., and Newman, J., 1997. The managerial state. Power, politics and ideology in the remaking of social welfare. London: Sage.
- Crouch, C., 2004. Post-democracy. Cambridge: Polity.
- European Union, 2016. A new skills agenda for Europe. Working together to strengthen human capital, employability and competitiveness. COM(2016) 381 final. Brussels.
- Faure, E., et al., 1972. Aprendre à être. Paris: UNESCO-Fayard.
- Field, J., 2001. Lifelong education. International Jornal of Lifelong Education, 20 (1–2), 3–15.
- Freire, P., 1967. Educação como prática da liberdade. Rio de Janeiro: Paz e Terra.
- Freire, P., 1975a. Extensão ou comunicação? Rio de Janeiro: Paz e Terra.
- Freire, P., 1975b. Pedagogia do oprimido. Porto: Afrontamento.
- Freire, P., 1987. Sobre educação popular: entrevista com Paulo Freire. In: R.M. Torres, ed. Educação popular: um encontro com Paulo Freire. São Paulo: Edições Loyola, 69–108.
- Freire, P., 1991. A educação na cidade. São Paulo: Cortez.
- Freire, P., 1992. Pedagogia da esperança. Um reencontro com a pedagogia do oprimido. São Paulo: Paz e Terra.
- Freire, P., 1996. Pedagogia da autonomia. Saberes necessários à prática educativa. São Paulo: Paz e Terra.
- Freire, P., 1997. Política e educação. São Paulo: Cortez.
- Freire, P., 2000. À sombra desta mangueira. São Paulo: Olho d’Água.
- Gelpi, E., 1998. Identidades, conflictos y educación de adultos. Palma: Universitat de les Illes Balears y Diálogos.
- Gelpi, E., 2003. Mutaciones del trabajo, economía del sur y economía del mundo. In: E. Gelpi, ed. Trabajo y mundialización. Xàtiva: Edicions del CREC, 119–129.
- Gelpi, E., 2004. Trabajo futuro. La formación como proyecto político. Xàtiva: Edicions del CREC.
- Gelpi, E., 2005. Educación permanente. La dialéctica entre opresión y liberación. Xàtiva: Edicions del CREC.
- Gelpi, E., 2006. Conciencia planetaria. Investigación y formación. Xàtiva: Edicions del CREC.
- Gelpi, E., 2007. Educación permanente y relaciones internacionales. Xàtiva: Edicions del CREC.
- Gelpi, E., 2008. El trabajo: utopía cotidiana. Xàtiva: Edicions del CREC.
- Gelpi, E., 2009. Formación de personas adultas: inclusión y exclusión. Xàtiva: Edicions del CREC.
- Gil, J., 2005. Portugal, hoje. O medo de existir. Lisboa: Relógio d’Água.
- Gillies, D., 2014. Human capital, education, and sustainability. Sisyphus, 2 (3), 79–99.
- Griffin, C., 1999a. Lifelong learning and social democracy. International Journal of Lifelong Education, 18 (5), 329–342.
- Griffin, C., 1999b. Lifelong learning and welfare reform. International Journal of Lifelong Education, 18 (6), 431–452.
- Guimaraes, P., Lucio-Villegas, E., and Mayo, P., 2018. South-European signposts for critical popular adult education: Italy, Portugal and Spain. Compare: A Journal of Comparative and International Education, 48 (1), 56–74.
- Harman, K., 2017. Democracy, emancipation and widening participation in the UK: Changing the ‘distribution of the sensible. Studies in the Education of Adults, 49 (1), 92–108.
- Hogan, A., Sellar, S., and Lingard, B., 2016. Corporate social responsibility and neo-social accountability in education. In: A. Verger, C. Lubienski and G. Steiner-Khamsi, eds. World yearbook of education 2016: The global education. London: Routledge, 107–124.
- Illich, I., 1976. A convivencialidade. Lisboa: Publicações Europa-América.
- Illich, I., 1977. Sociedade sem escolas. Petrópolis: Vozes.
- Lima, L. C., 2012a. Patterns of institutional management: democratisation, autonomy and the managerialist canon. In: G Neave and A. Amaral, eds. Higher education in Portugal, 1974–2009. A nation, a generation. Dordrecht: Springer, 287–306.
- Lima, L. C., 2012b. Aprender para ganhar, conhecer para competir: sobre a subordinação da educação na “Sociedade da Aprendizagem”. São Paulo: Cortez.
- Lima, L. C., Guimarães, P., and Touma, N., 2016. Adult learning and education policies in Germany, Portugal and Sweden: an analysis of national reports to CONFINTEA IV. In: R. Egetenmeyer, ed. Adult education and lifelong learning in Europe and beyond. Frankfurt am Main: Peter Lang, 15–65.
- McLaren, P., 2010. Pedagogía crítica revolucionária de las épocas oscuras. In: P. Aparicio Guadas, ed. El poder de educar y de educarnos. Transformar la práctica docente desde una perspectiva crítica. Xàtiva: Edicions del CREC, 15–56.
- Milana, M., 2009. The post-Lisbon discourse on skill mismatches and competence upgrading. In: H. B. Holmarsdottir, and M. O’Dowd, eds. Nordic voices. Teaching and researching comparative and international education in Nordic countries. Rotterdam: Sense Publishers, 9–23.
- Neave, G., 1988. On the cultivation of quality, efficiency and enterprise: An overview of recent trends in higher education in Western Europe, 1986-1988. European Journal of Education, 23 (1/2), 7–23.
- Nicoll, K., and Fejes, A., 2010. Movilizando a Foucault en los estúdios de la educación permanente. In: A. Fejes, and K. Nicoll, eds. Foucault y el aprendizaje permanente: gobernando el sujeto. Xàtiva: Ediciones del CREC, 33–56.
- O'Brien, M., and Penna, S., 1998. Theorising welfare. Enlightenment and modern society. London: Sage.
- Osborne, D., and Gaebler, T., 1992. Reinventing government. How the entrepreneurial spirit is transforming the public sector. New York: Plume.
- Rasmussen, P., 2014. Adult learning policy in the European Commission. Development and status. In: M. Milana, and J. Holford, eds. Adult education policy and the European Union. Theoretical and methodological perspectives. Rotterdam: Sense Publishers, 17–34.
- Riccardi, V., 2014. L’educazione per tutti e per tutta la vita. Il contributo di Ettore Gelpi. Pisa: Edizioni ETS.
- Salaman, L.M., 2000. The new governance and the tools of public action: an introduction. Fordham Urban Law Journal, 28 (5), 1611–1674.
- Singh, P., 2015. Performativity and pedagogising knowledge: globalising educational policy formation, dissemination and enactment. Journal of Education Policy, 30 (3), 363–384.
- Schumpeter, J., 1942. Capitalism, socialism and democracy. New York: Harper & Row.
- Torres, C. A., 2011. Dançando no convés do Titanic: a educação de adultos, o Estado-nação e os novos movimentos sociais. In: A. Teodoro, and E. Jezine, eds. Movimentos sociais e educação de adultos na Ibero-América. Brasília: Liber Livro Editora, 33–59.
- UNESCO 1997. The Hamburg declaration. The agenda for the future. Fifth international conference on adult education. Hamburg: UNESCO-Institute for Education.
- UNESCO. 2003. Recommitting to adult education and learning. Synthesis report of the CONFINTEA V midterm review meeting. Bangkok. Hamburg: UNESCO-Institute for Education.
- UNESCO 2009. Global report on adult learning and education. Hamburg: UNESCO Institute for Lifelong Learning.
- UNESCO 2010. CONFINTEA VI. Final report. Hamburg: UNESCO Institute for Lifelong Learning.
- Viviani, L., 2011. La deterninación del mercado: Gelpi y las disonancias en las organizaciones educativas críticas. Xàtiva: Laboratori d’iniciatives sindicals i ciutadanes Ettore Gelpi/Edicions del CREC.
- Weber, M., 1964. The theory of social and economic organization. New York: Macmillan.