{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,1]],"date-time":"2026-02-01T11:56:42Z","timestamp":1769947002134,"version":"3.49.0"},"reference-count":37,"publisher":"ICLEL Conferences","issue":"2","funder":[{"DOI":"10.13039\/501100005727","name":"University of Coimbra","doi-asserted-by":"crossref","id":[{"id":"10.13039\/501100005727","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"accepted":{"date-parts":[[2025,9,27]]},"abstract":"<jats:p xml:lang=\"en\">The study seeks to redefine the purposes of Adult Education Policies (AEP) at the EU level, moving beyond traditional views focused on qualifications and economic adaptation, and instead advocating for a socio-ethical-political framework. This framework incorporates critical, creative, and existential dimensions. Drawing on Biesta's critique of the democratic deficit in lifelong learning, the study calls for re-evaluating AEP through three educational domains: qualification, socialisation, and subjectification. The analysis centres on the \"Council Resolution on a new European Agenda for Adult Learning 2021-2030\" (NEAAL 2030), using content analysis and a semiological approach, with MAXQDA for analysing predefined categories from the theoretical framework. The investigation reveals that crucial concepts such as \"education\", \"learning\", \"training\", and \"skills\" are reduced in meaning, aligning with Barthes's critique of mythologies. This reduction perpetuates a normalised discourse in AEP, resulting in a democratic deficit and a limited teleological approach. Despite its purported neutrality, NEAAL 2030 endorses a reductionist regime that overlooks pluralistic perspectives and fails to foster relationality within the EU's adult education. The research challenges this normalisation and reductionism, advocating for a comprehensive and democratic framework that empowers individuals and recognises diverse perspectives in EU adult education policies.<\/jats:p>","DOI":"10.25233\/ijlel.1589941","type":"journal-article","created":{"date-parts":[[2025,12,31]],"date-time":"2025-12-31T06:30:46Z","timestamp":1767162646000},"page":"75-87","source":"Crossref","is-referenced-by-count":0,"title":["Problematising the Policies' Purposes of Adult Education: A Semiological Approach to the 'NEAAL' and Its Lifelong Learning Reductionist Mindset"],"prefix":"10.25233","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9675-3810","authenticated-orcid":true,"given":"Carlos Francisco","family":"De Sousa Reis","sequence":"first","affiliation":[{"name":"University of Coimbra"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0697-3327","authenticated-orcid":true,"given":"Maria Das Dores","family":"Formos\u0131nho Sanches S\u0131m\u00f5es","sequence":"additional","affiliation":[{"name":"Universidade Portucalense"}]}],"member":"10864","published-online":{"date-parts":[[2025,12,31]]},"reference":[{"key":"ref1","doi-asserted-by":"crossref","unstructured":"Barros, R. (2012). From lifelong education to lifelong learning: Discussion of some effects of today\u2019s neoliberal policies. European Journal for Research on the Education and Learning of Adults, 3(2), 119\u2013134.","DOI":"10.3384\/rela.2000-7426.rela0071"},{"key":"ref2","unstructured":"Barthes, R. (1972). Mythologies. The Noonday Press."},{"key":"ref3","doi-asserted-by":"crossref","unstructured":"Biesta, G. (2004). Against learning: Reclaiming a language for education in an age of learning. Nordisk Pedagogik, 23, 70\u201382.","DOI":"10.18261\/ISSN1891-5949-2004-01-06"},{"key":"ref4","unstructured":"Biesta, G. (2006). Beyond learning: Democratic education for a human future. Paradigm Publishers."},{"key":"ref5","doi-asserted-by":"crossref","unstructured":"Biesta, G. (2013). Interrupting the politics of learning. Power and Education, 5, 4\u201315.","DOI":"10.2304\/power.2013.5.1.4"},{"key":"ref6","doi-asserted-by":"crossref","unstructured":"Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 76\u201387. https:\/\/doi.org\/10.1111\/ejed.12109","DOI":"10.1111\/ejed.12109"},{"key":"ref7","doi-asserted-by":"crossref","unstructured":"Biesta, G. (2018). O dever de resistir: Sobre escolas, professores e sociedade. Educa\u00e7\u00e3o, 41(1), 21\u201329.","DOI":"10.15448\/1981-2582.2018.1.29749"},{"key":"ref8","doi-asserted-by":"crossref","unstructured":"Biesta, G. (2020). Risking ourselves in education: Qualification, socialization, and subjectification revisited. Educational Theory, 70(1), 89\u2013104. https:\/\/doi.org\/10.1111\/edth.12411","DOI":"10.1111\/edth.12411"},{"key":"ref9","unstructured":"Buber, M. (2023). I and thou (W. Kaufmann, Trans.; Paperback reissue). Free Press."},{"key":"ref10","unstructured":"Campbell, C. (2019). Learnification and the attack on education. Epoch\u00e9, 20."},{"key":"ref11","unstructured":"Council of Europe. (2016). Competences for democratic culture: Living together as equals in culturally diverse democratic societies. https:\/\/rm.coe.int\/16806ccc07"},{"key":"ref12","unstructured":"Council of the European Union. (2011). Council resolution on a renewed European agenda for adult learning (OJ No. C372\/1)."},{"key":"ref13","unstructured":"Council of the European Union. (2020). Council conclusions on European teachers and trainers for the future. https:\/\/eur-lex.europa.eu\/legal-content\/EN\/TXT\/PDF\/?uri=CELEX:52020XG0609(02)"},{"key":"ref14","unstructured":"Council of the European Union. (2021). Council resolution on a new European agenda for adult learning 2021\u20132030 (OJ No. C504\/9). https:\/\/eur-lex.europa.eu\/legal-content\/EN\/TXT\/PDF\/?uri=CELEX:32021G1214(01)"},{"key":"ref15","unstructured":"Council of the European Union. (2024). Council conclusions and resolutions. https:\/\/www.consilium.europa.eu\/en\/council-eu\/conclusions-resolutions\/"},{"key":"ref16","unstructured":"Delors, J., et al. (1996). Learning: The treasure within. UNESCO Publishing."},{"key":"ref17","unstructured":"Delors, J., et al. (1998). Education, a treasure to discover. Minist\u00e9rio da Educa\u00e7\u00e3o; Editora Cortez; UNESCO."},{"key":"ref18","unstructured":"Durand, T. (1998). The alchemy of competence. In G. Hamel, C. K. Prahalad, H. Thomas, & D. O\u2019Neal (Eds.), Strategic flexibility: Managing in a turbulent environment (pp. 301\u2013330). John Wiley & Sons."},{"key":"ref19","doi-asserted-by":"crossref","unstructured":"Escobar, A. (2018). Designs for the pluriverse: Radical interdependence, autonomy, and the making of worlds. Duke University Press.","DOI":"10.1215\/9780822371816"},{"key":"ref20","unstructured":"European Commission, European Education and Culture Executive Agency. (2021). Adult education and training in Europe: Building inclusive pathways to skills and qualifications (Eurydice report). Publications Office of the European Union. https:\/\/doi.org\/10.2797\/788535"},{"key":"ref21","unstructured":"Faure, E., Herrera, F., Kaddoura, A., et al. (1972). Learning to be: The world of education today and tomorrow. UNESCO."},{"key":"ref22","doi-asserted-by":"crossref","unstructured":"Garc\u00eda, A., & Jover, G. (2019). Happiness, education and democracy in the thought of Nel Noddings. Encounters in Theory and History of Education, 20(1), 24\u201344. https:\/\/doi.org\/10.24908\/encounters.v20i1.12840","DOI":"10.24908\/encounters.v20i1.12840"},{"key":"ref23","doi-asserted-by":"crossref","unstructured":"Guimar\u00e3es, P. (2017). The usefulness of adult education: Lifelong learning in the European Union and the Portuguese public policy. Studies in Adult Education and Learning, 23(4), 35\u201350. https:\/\/doi.org\/10.4312\/as.23.4.35-50","DOI":"10.4312\/as.23.4.35-50"},{"key":"ref24","unstructured":"Hall, E. (2019). Aristotle\u2019s way: Ten ways ancient wisdom can change your life. Vintage."},{"key":"ref25","unstructured":"Han, B.-C. (2015). The burnout society. Stanford University Press."},{"key":"ref26","unstructured":"Han, B.-C. (2020). The scent of time: A philosophical essay on the art of lingering. Polity Press."},{"key":"ref27","unstructured":"Han, B.-C. (2024). Vita contemplativa: In praise of inactivity. Polity Press."},{"key":"ref28","doi-asserted-by":"crossref","unstructured":"Klikauer, T. (2015). What is managerialism? Critical Sociology, 41(7\u20138), 1103\u20131119.","DOI":"10.1177\/0896920513501351"},{"key":"ref29","unstructured":"Lima, L. (2007). Educa\u00e7\u00e3o ao longo da vida: Entre a m\u00e3o direita e a m\u00e3o esquerda de Mir\u00f3. Cortez Editora."},{"key":"ref30","unstructured":"Lima, L. (2022). Educa\u00e7\u00e3o de adultos: Quanto mais larga e diversa, mais humana. In A. Loureiro & P. Feliciano (Eds.), Educa\u00e7\u00e3o de adultos: Perspetivas e associativismo. APEFA."},{"key":"ref31","doi-asserted-by":"crossref","unstructured":"McHenry, H. D. (1997). Education as encounter: Buber\u2019s pragmatic ontology. Educational Theory, 47(3), 341\u2013357.","DOI":"10.1111\/j.1741-5446.1997.00341.x"},{"key":"ref32","doi-asserted-by":"crossref","unstructured":"Mikulec, B. (2018). Normative presumptions of the European Union\u2019s adult education policy. Studies in the Education of Adults, 50(2), 133\u2013151. https:\/\/doi.org\/10.1080\/02660830.2018.1522942","DOI":"10.1080\/02660830.2018.1522942"},{"key":"ref33","doi-asserted-by":"crossref","unstructured":"Milana, M., & Mikulec, B. (2023). Setting the new European agenda for adult learning 2021\u20132030: Political mobilisation and the influence of advocacy coalitions. European Journal for Research on the Education and Learning of Adults, 14(2), 205\u2013228.","DOI":"10.3384\/rela.2000-7426.4637"},{"key":"ref34","unstructured":"Morin, E. (2001). La m\u00e9thode (Vol. 5): L\u2019humanit\u00e9 de l\u2019humanit\u00e9: L\u2019identit\u00e9 humaine. Le Seuil."},{"key":"ref35","unstructured":"Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. University of California Press."},{"key":"ref36","doi-asserted-by":"crossref","unstructured":"Noddings, N. (2003). Happiness and education. Cambridge University Press.","DOI":"10.1017\/CBO9780511499920"},{"key":"ref37","unstructured":"Ranci\u00e8re, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. Stanford University Press."}],"container-title":["International Journal on Lifelong Education and Leadership"],"original-title":[],"deposited":{"date-parts":[[2026,1,31]],"date-time":"2026-01-31T21:40:39Z","timestamp":1769895639000},"score":1,"resource":{"primary":{"URL":"https:\/\/dergipark.org.tr\/en\/doi\/10.25233\/ijlel.1589941"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,12,31]]},"references-count":37,"journal-issue":{"issue":"2","published-online":{"date-parts":[[2025,12,31]]}},"URL":"https:\/\/doi.org\/10.25233\/ijlel.1589941","relation":{},"ISSN":["2458-911X"],"issn-type":[{"value":"2458-911X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,12,31]]}}}