Pub Date : 1900-01-01DOI: 10.1590/2175-6236120376vs02
Camila Raquel Benevenuto de Andrade, Adriana Maria Cancella Duarte
ABSTRACT This article sought to analyze the implementation of the Full-Time High School Support Program in Minas Gerais, contained in Law No. 13,415/2017, which enacted the reform of this stage of basic education in Brazil. From this perspective, it focused on an analysis of the documents about fully-time education prepared by the State Department of Education of Minas Gerais (2017 to 2020) and an analysis of the empirical data produced, through interviews with the subjects involved in this process. The data show the difficulties found by the schools to carry out this Program and the strategies created by the subjects involved for the implementation of the proposed activities.
{"title":"Full-Time Education in High School: an experience in Minas Gerais","authors":"Camila Raquel Benevenuto de Andrade, Adriana Maria Cancella Duarte","doi":"10.1590/2175-6236120376vs02","DOIUrl":"https://doi.org/10.1590/2175-6236120376vs02","url":null,"abstract":"ABSTRACT This article sought to analyze the implementation of the Full-Time High School Support Program in Minas Gerais, contained in Law No. 13,415/2017, which enacted the reform of this stage of basic education in Brazil. From this perspective, it focused on an analysis of the documents about fully-time education prepared by the State Department of Education of Minas Gerais (2017 to 2020) and an analysis of the empirical data produced, through interviews with the subjects involved in this process. The data show the difficulties found by the schools to carry out this Program and the strategies created by the subjects involved for the implementation of the proposed activities.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125642162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1590/2175-6236116863vs01
F. Souza, Débora Dainez
RESUMO O modelo social de deficiência e a educação inclusiva estão pautados nos princípios dos direitos humanos. Baseados em uma lógica (neo)liberal, assumem a educação e o desenvolvimento humano como forma de erradicação da pobreza em um sistema estruturado pela desigualdade. Contraditoriamente, as conquistas nesse campo abrem espaços para disputa política. A partir de um estudo teórico-conceitual, neste artigo, mobiliza-se o legado de Vigotski no campo da psicologia educacional. Examina-se a concepção dialética de deficiência e de educação social que, ao tratarem da relação entre educação e desenvolvimento humano, apontam para a construção de um projeto político educacional referenciado na coletividade e na transformação social.
{"title":"Defectologia e Educação Escolar: implicações no campo dos Direitos Humanos","authors":"F. Souza, Débora Dainez","doi":"10.1590/2175-6236116863vs01","DOIUrl":"https://doi.org/10.1590/2175-6236116863vs01","url":null,"abstract":"RESUMO O modelo social de deficiência e a educação inclusiva estão pautados nos princípios dos direitos humanos. Baseados em uma lógica (neo)liberal, assumem a educação e o desenvolvimento humano como forma de erradicação da pobreza em um sistema estruturado pela desigualdade. Contraditoriamente, as conquistas nesse campo abrem espaços para disputa política. A partir de um estudo teórico-conceitual, neste artigo, mobiliza-se o legado de Vigotski no campo da psicologia educacional. Examina-se a concepção dialética de deficiência e de educação social que, ao tratarem da relação entre educação e desenvolvimento humano, apontam para a construção de um projeto político educacional referenciado na coletividade e na transformação social.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"109 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124186381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1590/2175-6236117631vs02
Marco Wandercil, A. Calderón, Francisco Ganga-Contreras
ABSTRACT This article aims to analyze the implications of academic rankings, as external assessment tools, in the governance structure of Brazilian Catholic universities. For the development of this study, exploratory research was carried out through documentary and bibliographic analyses, taking as reference scientific production found in indexed bases, federal legislation, apostolic constitutions, canon law, statutes, regulations and Institutional Development Plans (IDPs) of these institutions. In light of the numerous existing rankings, their use is evident in the strategic planning process of most Catholic universities, through their respective performances in establishing goals and objectives.
{"title":"Academic Rankings: implications for university governance of Brazilian Catholic universities","authors":"Marco Wandercil, A. Calderón, Francisco Ganga-Contreras","doi":"10.1590/2175-6236117631vs02","DOIUrl":"https://doi.org/10.1590/2175-6236117631vs02","url":null,"abstract":"ABSTRACT This article aims to analyze the implications of academic rankings, as external assessment tools, in the governance structure of Brazilian Catholic universities. For the development of this study, exploratory research was carried out through documentary and bibliographic analyses, taking as reference scientific production found in indexed bases, federal legislation, apostolic constitutions, canon law, statutes, regulations and Institutional Development Plans (IDPs) of these institutions. In light of the numerous existing rankings, their use is evident in the strategic planning process of most Catholic universities, through their respective performances in establishing goals and objectives.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130465568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1590/2175-6236116602vs02
Rogério de Almeida
ABSTRACT Nihilism can be defined as depreciation of life, establishment and loss of supreme values, crisis in the categories of finality, totality and truth, which generates impotence, resentment and incredulity. These elements are part of the contemporary imaginaries and have been studied through the films Nocturama, Three Billboards Outside Ebbing, and The House That Jack Built, to investigate the manifestations of nihilism and its consequences in cinema and education. The methodology was guided by the hermeneutics in convergence with Nietzschean perspectivism, and the conclusion points to the possibility of overcoming nihilism through a pedagogy of choice and an unconditional affirmation of life.
{"title":"Impotence, Resentment, Incredulity: nihilism in Cinema and Education","authors":"Rogério de Almeida","doi":"10.1590/2175-6236116602vs02","DOIUrl":"https://doi.org/10.1590/2175-6236116602vs02","url":null,"abstract":"ABSTRACT Nihilism can be defined as depreciation of life, establishment and loss of supreme values, crisis in the categories of finality, totality and truth, which generates impotence, resentment and incredulity. These elements are part of the contemporary imaginaries and have been studied through the films Nocturama, Three Billboards Outside Ebbing, and The House That Jack Built, to investigate the manifestations of nihilism and its consequences in cinema and education. The methodology was guided by the hermeneutics in convergence with Nietzschean perspectivism, and the conclusion points to the possibility of overcoming nihilism through a pedagogy of choice and an unconditional affirmation of life.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"32 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130511559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carlus Augustus Jourand Correia, David Gonçalves Soares, A. Soares
RESUMO Estratégias e Visões Familiares na Escolarização de Jovens Atletas1. O artigo descreve as estratégias de escolarização utilizadas pelas famílias de jovens atletas do futebol e como estas se relacionam com a instituição escolar. Os resultados mostram que as famílias e os atletas secundarizam a escolarização em benefício do futebol. Para isso, buscam estratégias e instituições de ensino que flexibilizam as obrigações escolares. Suas ações partem de uma ideia de que a escolarização possui um tempo mais elástico do que a profissionalização no esporte. Tal concepção cria tensões e estigmas sobre os atletas e suas famílias na escola e evidenciam que, no plano institucional, tanto escola quanto clube estão pouco estruturados para as demandas de uma formação híbrida de estudantes-atletas.
{"title":"Estratégias e Visões Familiares na Escolarização de Jovens Atletas","authors":"Carlus Augustus Jourand Correia, David Gonçalves Soares, A. Soares","doi":"10.1590/2175-6236108135","DOIUrl":"https://doi.org/10.1590/2175-6236108135","url":null,"abstract":"RESUMO Estratégias e Visões Familiares na Escolarização de Jovens Atletas1. O artigo descreve as estratégias de escolarização utilizadas pelas famílias de jovens atletas do futebol e como estas se relacionam com a instituição escolar. Os resultados mostram que as famílias e os atletas secundarizam a escolarização em benefício do futebol. Para isso, buscam estratégias e instituições de ensino que flexibilizam as obrigações escolares. Suas ações partem de uma ideia de que a escolarização possui um tempo mais elástico do que a profissionalização no esporte. Tal concepção cria tensões e estigmas sobre os atletas e suas famílias na escola e evidenciam que, no plano institucional, tanto escola quanto clube estão pouco estruturados para as demandas de uma formação híbrida de estudantes-atletas.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130692324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1590/2175-6236120212vs02
Eduardo Pereira Batista
ABSTRACT This paper to show how the activity of education in the modern world is linked to the Arendtian philosophical project. Starting with a brief exposition of the reading hypothesis proposed by Paul Ricoeur, I first intend to highlight the ethical-political sense of the Arendtian philosophical project. For Ricoeur, the investigation carried out by Hannah Arendt in The Human Condition can be read as a philosophical anthropology, that is, as a genre of meditation that seeks to identify the enduring traits of the human condition that can resist the vicissitudes of the modern world. Next, I will try to explain the unfoldings of this interpretation in order to think about the antinomy of mortal and immortality in the field of education, since the central question of philosophical anthropology, according to Ricoeur, lies in the intimate disproportion of our temporal condition as mortal beings.
{"title":"The Antinomy of the Mortal and Immortality in Education","authors":"Eduardo Pereira Batista","doi":"10.1590/2175-6236120212vs02","DOIUrl":"https://doi.org/10.1590/2175-6236120212vs02","url":null,"abstract":"ABSTRACT This paper to show how the activity of education in the modern world is linked to the Arendtian philosophical project. Starting with a brief exposition of the reading hypothesis proposed by Paul Ricoeur, I first intend to highlight the ethical-political sense of the Arendtian philosophical project. For Ricoeur, the investigation carried out by Hannah Arendt in The Human Condition can be read as a philosophical anthropology, that is, as a genre of meditation that seeks to identify the enduring traits of the human condition that can resist the vicissitudes of the modern world. Next, I will try to explain the unfoldings of this interpretation in order to think about the antinomy of mortal and immortality in the field of education, since the central question of philosophical anthropology, according to Ricoeur, lies in the intimate disproportion of our temporal condition as mortal beings.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130826545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1590/2175-6236109205vs01
O. Turra-Díaz, Marcela Rivas-Valenzuela
RESUMEN El artículo presenta resultados de una investigación que tuvo como objetivo, caracterizar las motivaciones que declaran estudiantes de un programa de acceso temprano, para elegir la carrera docente como opción profesional. La investigación se desarrolló desde una metodología cualitativa, considerando la entrevista semi-estructurada como fuente de producción de información y la condensación de significados, como método de análisis. La información recabada permite, desde la distinción de las motivaciones intrínsecas y extrínsecas, el levantamiento de cinco categorías de sentido. Para el caso de las motivaciones intrínsecas: el valor social de la profesión docente, la realización personal asociada a la enseñanza e interés por una disciplina escolar. Desde las motivaciones extrínsecas, los beneficios de la profesión docente y la academia como aspiración profesional. También el estudio permite concluir que los componentes motivacionales intrínsecos poseen una mayor densidad en la elección de la profesión docente.
{"title":"Motivaciones para la Elección de la Profesión Docente: el caso de un programa de acceso temprano a pedagogía en Chile","authors":"O. Turra-Díaz, Marcela Rivas-Valenzuela","doi":"10.1590/2175-6236109205vs01","DOIUrl":"https://doi.org/10.1590/2175-6236109205vs01","url":null,"abstract":"RESUMEN El artículo presenta resultados de una investigación que tuvo como objetivo, caracterizar las motivaciones que declaran estudiantes de un programa de acceso temprano, para elegir la carrera docente como opción profesional. La investigación se desarrolló desde una metodología cualitativa, considerando la entrevista semi-estructurada como fuente de producción de información y la condensación de significados, como método de análisis. La información recabada permite, desde la distinción de las motivaciones intrínsecas y extrínsecas, el levantamiento de cinco categorías de sentido. Para el caso de las motivaciones intrínsecas: el valor social de la profesión docente, la realización personal asociada a la enseñanza e interés por una disciplina escolar. Desde las motivaciones extrínsecas, los beneficios de la profesión docente y la academia como aspiración profesional. También el estudio permite concluir que los componentes motivacionales intrínsecos poseen una mayor densidad en la elección de la profesión docente.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131209447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1590/2175-6236116502vs02
Caroline Correia Maciel, M. Rodriguez, Leon Ramyssés Vieira Dias, Ângela Celeste Barrteo Azevedo, A. Malina, Jennifer Aline Zanela
ABSTRACT This article aims to analyze the Institutional Program for Teaching Initiation Scholarships (PIBID) between 2007 and 2018. For conducting the research, we used three different sources: 1) the data related to the number of scholarships related to PIBID national, at UFMS and UEMS; 2) the internal documents that regulate those programs; and 3) interviews with the institutional coordinators. For analyses, we used a counterpoint between the liberal theory discussed by Hayek and the Marxist theory of Mészáros. The instability and the reduction verified in the granting of scholarships in the program from 2015 corroborate the association of liberalizing influences with the worsening of the economic and political crisis in the Brazilian scenario.
{"title":"Economic Crisis and the Liberalizing Potencial within PIBID","authors":"Caroline Correia Maciel, M. Rodriguez, Leon Ramyssés Vieira Dias, Ângela Celeste Barrteo Azevedo, A. Malina, Jennifer Aline Zanela","doi":"10.1590/2175-6236116502vs02","DOIUrl":"https://doi.org/10.1590/2175-6236116502vs02","url":null,"abstract":"ABSTRACT This article aims to analyze the Institutional Program for Teaching Initiation Scholarships (PIBID) between 2007 and 2018. For conducting the research, we used three different sources: 1) the data related to the number of scholarships related to PIBID national, at UFMS and UEMS; 2) the internal documents that regulate those programs; and 3) interviews with the institutional coordinators. For analyses, we used a counterpoint between the liberal theory discussed by Hayek and the Marxist theory of Mészáros. The instability and the reduction verified in the granting of scholarships in the program from 2015 corroborate the association of liberalizing influences with the worsening of the economic and political crisis in the Brazilian scenario.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123916350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1590/2175-6236124432vs02
Cristiano Bedin da Costa
ABSTRACT In the geography of the thinking of Sandra Mara Corazza, the translation consists of a space in-between of appropriation and poetic recovery of tradition. Structured based on Walter Benjamin, Paul Valéry, Jacques Derrida, Haroldo de Campos, among others, the concept is a critical unfolding of writreading, neologism that suggests a transcreative way of reading and rewriting the original scientific, philosophical and artistic elements in curricular and didactic language. The connection between translation and writreading is established by allegorical montages of different times and uses of sign in text operation and in class. This peculiar know-how called artistic teaching of translation suggests a teaching image always in the midst of being formed, continually reimagined by the present of creation. As the subject of its craft, artistic teaching lives and takes on more life in transcreation, making its duty to translate an ethical and political commitment to create difference, distinguishing itself. In Sandra’s life/work, the encounter contains the rupture, a way to touch the future on its hither side.
{"title":"Touching the Future on its Hither Side: translation in Sandra Mara Corazza","authors":"Cristiano Bedin da Costa","doi":"10.1590/2175-6236124432vs02","DOIUrl":"https://doi.org/10.1590/2175-6236124432vs02","url":null,"abstract":"ABSTRACT In the geography of the thinking of Sandra Mara Corazza, the translation consists of a space in-between of appropriation and poetic recovery of tradition. Structured based on Walter Benjamin, Paul Valéry, Jacques Derrida, Haroldo de Campos, among others, the concept is a critical unfolding of writreading, neologism that suggests a transcreative way of reading and rewriting the original scientific, philosophical and artistic elements in curricular and didactic language. The connection between translation and writreading is established by allegorical montages of different times and uses of sign in text operation and in class. This peculiar know-how called artistic teaching of translation suggests a teaching image always in the midst of being formed, continually reimagined by the present of creation. As the subject of its craft, artistic teaching lives and takes on more life in transcreation, making its duty to translate an ethical and political commitment to create difference, distinguishing itself. In Sandra’s life/work, the encounter contains the rupture, a way to touch the future on its hither side.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121173700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1590/2175-6236124022vs02
T. Xavier, Cláudia Vianna
ABSTRACT This article presents the results of an investigation about the processes of exclusion, abjection, and struggle from trans people* as an attempt to enforce their rights to education. The qualitative research was conducted drawing from five interviews and the analyses were organized in three axes: exclusion with the interruption of schooling; going back to school in adult life, and the new perspectives of life upon gaining access to and remaining at school. The results reveal students facing excluding processes who challenge gender rules regarding their right to education or, or even their right to live under situations of abjection. However, they also show ways to rethink gender relations in the struggle for accessing and remaining at a less excluding school.
{"title":"The Education of Trans People*: reports of exclusion, abjection, and struggle","authors":"T. Xavier, Cláudia Vianna","doi":"10.1590/2175-6236124022vs02","DOIUrl":"https://doi.org/10.1590/2175-6236124022vs02","url":null,"abstract":"ABSTRACT This article presents the results of an investigation about the processes of exclusion, abjection, and struggle from trans people* as an attempt to enforce their rights to education. The qualitative research was conducted drawing from five interviews and the analyses were organized in three axes: exclusion with the interruption of schooling; going back to school in adult life, and the new perspectives of life upon gaining access to and remaining at school. The results reveal students facing excluding processes who challenge gender rules regarding their right to education or, or even their right to live under situations of abjection. However, they also show ways to rethink gender relations in the struggle for accessing and remaining at a less excluding school.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"273 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121212609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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