Aprendizagem ao longo da vida como dimensão estratégica da formação profissional continuada: proposta de modelo teórico-analítico para a avaliação de impactos socioeconômicos

Abstract

Lifelong learning (LLL) has become a fundamental principle of contemporary societies, integrating education, work, and technological advances in a context marked by intensified productive transformations and the expansion of continuing education modalities, such as lato sensu specialization courses, microcredentials, and Massive Open Online Courses (MOOCs). Despite this expansion, theoretical and methodological gaps remain in defining analytical frameworks capable of guiding systematic evaluations of their socioeconomic impacts, particularly in integrating educational, labor, sociotechnical, and institutional dimensions. To address this issue, the thesis proposes the Theoretical-Analytical Model for Socioeconomic Evaluation of Professional Lifelong Learning (MTAAS-ALVP), conceived as an epistemological and methodological framework to guide the evaluation of the socioeconomic effects of continuing professional education. The model was constructed through a Systematic Literature Review (SLR), conducted according to the PRISMA protocol, combined with qualitative content and lexical analysis of a scientific corpus published between 2020 and 2025, which led to the identification of nine initial exploratory analytical dimensions, subsequently refined into five theoretical-analytical axes forming its epistemological foundation. These axes address work, employability, lifelong learning, educational evaluation, and sociotechnical arrangements present in contemporary educational processes. Based on these foundations, the conceptual architecture of the model was developed, including its assumptions, analytical matrix, and an application protocol designed to identify, organize, and interpret socioeconomic indicators related to continuing professional education. To demonstrate its analytical applicability, the model was applied in a simulated evaluation of a lato sensu specialization course at a public university, demonstrating its capacity to integrate multiple analytical dimensions and to produce interpretations of the socioeconomic impacts of professional education. The results indicate that the model offers a theoretical-analytical approach that can overcome the limitations of predominantly instrumental evaluation models, thereby contributing to the development of analytical frameworks for the socioeconomic evaluation of lifelong learning. It is concluded that the MTAAS-ALVP constitutes a valid epistemological framework for supporting evaluation processes in continuing professional education, contributing to both the field of educational evaluation and the understanding of the relationships between education, work, and society in contemporary contexts.