The issue of lifelong learning is seen from a critical perspective, tensioning the discourses produced in their conception and production. The historical and political condition in which such mechanism is contextualized is analyzed and the presuppositions in which they stand are questioned. The concept of experience is taken from Dewey and Anísio Teixeira and, furthermore, from Larrosa to oppose the idea of lifelong learning in the sense of the adding up of information and generalized competences. The concept of experience in its subjective condition as founding to professional training and performance is reinforced. About five generating questions organize the arguments to relate learning, concept of evaluation and understanding of professional training and performance.
Lifelong learning; Experience; Evaluation; Professional training; Professional performance