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Revista Lusofona de Educacao最新文献

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Desigualdade e juventude: reflexões acerca de critérios adotados pelo plano nacional de assistência estudantil no Brasil 不平等与青年:对巴西国家学生援助计划所采用标准的思考
Q4 Social Sciences Pub Date : 2021-01-31 DOI: 10.24140/issn.1645-7250.rle49.08
Mariana Lins de Oliveira, Swamy de Paula Lima Soares, Ruy de Deus e Mello Neto
: The National Student Assistance Plan - PNAES - emerges in the context of expansion and democratiza- tion of higher education in Brazil. It was created by the Ordinance of the Ministry of Education No. 39, from December 12, 2007. The target audience for This plan is students regularly enrolled in undergraduate courses, coming from public education system, and with per capita family income of less or equal to 1.5 minimum wages. These criteria tend to classify as equal young people who come from the most different family matrices. Notably, people from different socioeconomic backgrounds. Thus, based on the contradictions presented above, the effort of this article focuses on reflecting on how the plan emerges in the context of expansion of higher education, discussing possible discrepancies as a result of a target audience design without greater concern for its internal differences. To this end, through both conceptual discussion and data analysis of the National Performance Exam in the years 2015 to 2017, we seek to demonstrate that there is no equality between students of the Federal Higher Education System within the profile adopted by the plan.
国家学生援助计划(PNAES)是在巴西高等教育扩张和民主化的背景下产生的。2007年12月12日根据教育部令第39号设立。该计划的目标受众为普通本科在读学生,来自公立教育系统,家庭人均收入低于或等于1.5个最低工资标准。这些标准倾向于将来自最不同家庭的年轻人归为平等。值得注意的是,来自不同社会经济背景的人。因此,基于上述矛盾,本文的努力集中在反思该计划如何在高等教育扩张的背景下出现,讨论目标受众设计可能导致的差异,而没有更多地关注其内部差异。为此,通过对2015年至2017年国家绩效考试的概念讨论和数据分析,我们试图证明,在该计划采用的概况中,联邦高等教育系统的学生之间不存在平等。
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引用次数: 0
Editorial 社论
Q4 Social Sciences Pub Date : 2021-01-31 DOI: 10.24140/issn.1645-7250.rle49.edit
António Teodoro, José Brás, Maria Neves Gonçalves
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引用次数: 0
Nota Introdutória - Educação Superior: novos cenários em políticas públicas, gestão e avaliação 导言-高等教育:公共政策、管理和评估的新情景
Q4 Social Sciences Pub Date : 2021-01-31 DOI: 10.24140/issn.1645-7250.rle49.05
Edineide Jezine, Uyguaciara Veloso Castelo Branco
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引用次数: 0
Calidad de la escritura académica: comparación de los efectos de comentarios de pares de escritura y expertos 学术写作质量:同行评议与专家评议效果的比较
Q4 Social Sciences Pub Date : 2021-01-31 DOI: 10.24140/issn.1645-7250.rle49.01
Yudi Herrera-Núñez
Resumen Los comentarios de revisión de los pares se pueden en una estrategia para influir en la calidad de la escritura de los estudiantes. Este estudio propone identificar el grado de influencia de los comentarios de de escritores experimentados y pares en la escritura del texto final. La metodología adoptada da cuenta del tipo de comentarios de es - critores expertos y pares de escritura según la taxonomía de revisiones de Faigley y Witte (1981), y el análisis temático sobre el tipo de comentarios de revisión y la escritura reflexiva. La muestra estuvo conformada por 50 textos finales, dos borradores y las reflexiones de escritura de 50 estudiantes del curso de Comunicación Académica de una universidad pública chilena. Entre las principales conclusiones podemos señalar que tanto la recepción como la elaboración de comentarios inciden en la mejora de la calidad de la escritura y generan actitudes más positivas hacia la escritura. En general, los estudiantes expertos producen más comentarios de profundidad, aunque menos elogiosos y al participar de actividades de revisión, los estudiantes toman conciencia de su propio proceso (referencia, estructuración de párrafos, adición de información, parafraseo y síntesis) como en la adopción de estrategias de escritura al ofrecer comentarios formativos a sus pares. pares. Palavras-chave: comentários de revisão; revisão por pares; escrita acadêmica. Summary: Peer review comments can become a strategy to influence the quality of student writing. This study pro - poses to identify the degree of influence of the review comments of experienced writers and peers in the writing of the final text. The methodology adopted compares the type of comments of expert writers and writing pairs according to the taxonomy of reviews by Faigley and Witte (1981), and the thematic analysis on the type of review comments and reflexive writing. The sample consisted of 50 final texts, two drafts and the writing reflections of 50 students of the Academic Communication course of a Chilean public university. Among the main conclusions, we can point out that both the reception and the elaboration of comments affect the improvement of the writing quality and generate positive attitudes towards writing. In general, the expert students produce more in-depth comments, although less complimentary, and and when the students participate in review activities, they become aware of their own writing process (reference, paragraph structure, addition of information, paraphrasing and synthesis). At the same time, they adopt writing strategies by offering formative comments to their peers.
在这篇文章中,我们提出了一种方法,可以将学生的写作质量与其他学生的写作质量进行比较。本研究旨在确定经验丰富的作家和同行的评论对最终文本写作的影响程度。本文提出了一种方法,在这种方法中,作者的评论类型是根据Faigley和Witte(1981)的评论分类法,以及关于评论类型和反思性写作的专题分析。该样本包括智利一所公立大学学术传播课程的50名学生的50篇最终文本、两篇草稿和写作反思。在主要结论中,我们可以指出,接受和准备评论都影响了写作质量的提高,并产生了更积极的写作态度。总体而言,学生产生深度评论,尽管少中德专家和参与审查活动,学生们意识到自己的过程(参见段落结构,增加信息),我改写和综合培训的书写策略提供意见的同伴。停止。Palavras-chave:评论;同行评审;写普通中学ê云母。摘要:同行评论评论可以成为影响学生写作质量的一种策略。本研究旨在确定有经验的作者和同行评议对最终文本写作的影响程度。采用的方法根据Faigley和Witte(1981)的评议分类法,比较了专家评议和同行评议的评议类型,并对评议评议和反思性写作的类型进行了专题分析。该样本包括智利公立大学学术传播课程50名学生的50份最终文本、两份草稿和书面反思。在主要结论中,我们可以指出,评论的接受和阐述都影响了写作质量的提高,并产生了对写作的积极态度。一般来说,专家学生产生更深入的评论,但不那么恭维,当学生参与评论活动时,他们会意识到自己的写作过程(参考、段落结构、添加信息、释义和综合)。与此同时,他们采取写作策略,向同行提供形成性的评论。
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引用次数: 1
RECENSÃO. Teodoro, A. (2020). Contesting the Global Development of Sustainable and Inclusive Education. Education Reform and the Challenges of Neoliberal Globalization. 最近。Teodoro,A.(2020)。挑战可持续和包容性教育的全球发展。教育改革与新自由主义全球化的挑战。
Q4 Social Sciences Pub Date : 2021-01-31 DOI: 10.24140/issn.1645-7250.rle49.15
N. Fraga
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引用次数: 8
Universidade Multicampi e o processo de interiorização da pós-graduação stricto sensu: desafios e possibilidades 多校区大学和研究生的内化过程:挑战和可能性
Q4 Social Sciences Pub Date : 2021-01-31 DOI: 10.24140/issn.1645-7250.rle49.04
Angra Santos Porto, Marcius de Almeida Gomes, S. Silva
: The National Postgraduate Plan (PNPG - 2011-2020) addresses the reduction of regional disparities in the offer of Stricto Sensu Graduate Programs in Brazil, based on the diagnosis and strategic policies by mesoregions. In this sense, this research investigated the process of interiorization of the stricto sensu postgraduate course of the State University of Bahia (UNEB), in the Territory of Sertão Productive Identity. For this, it was proposed the diagnosis of the institutional profile, the perception and the speeches of the teachers (as), regarding the academic, managerial and infrastructure conditions for the interiorization of the stricto sensu post-graduation in the region, through application of online form and individual and semi-structured interviews, using the Collective Subject Discourse (DSC) as the analysis technique. The results present synthesis discourses, extracted from the key expressions, central ideas and / or anchorages, based on indicators regarding the perception of how the University has been acting, the importance of the creation of the programs, institutional strategies, difficulties, potentialities , expectations and propositions that demonstrate the strategic potential, challenges and possibilities of the UNEB and its insertion in the territory to con- solidate an institutional policy of interiorization.
国家研究生计划(PNPG - 2011-2020)旨在根据各地区的诊断和战略政策,缩小巴西在提供严格意义上的研究生课程方面的地区差距。从这个意义上说,本研究调查了巴伊亚州立大学(UNEB)在sert o生产身份领土内严格意义上的研究生课程的内部化过程。为此,本文采用集体主体话语(DSC)作为分析技术,通过在线形式和个人和半结构化访谈的应用,提出了对该地区严格意义上的毕业后内部化的学术、管理和基础设施条件的制度概况、感知和教师发言的诊断。结果显示了综合话语,从关键表达、中心思想和/或锚定中提取出来,基于对大学如何运作的感知指标,创建项目的重要性,机构战略,困难,潜力,期望和展示战略潜力的主张,联合国环境规划署的挑战和可能性及其在领土内的插入,以巩固内部化的体制政策。
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引用次数: 1
Os espaços socioeducativos da escola e a reconfiguração da pedagogia (educação) social na intervenção escolar 学校的社会教育空间与学校干预中社会教育学的重构
Q4 Social Sciences Pub Date : 2021-01-31 DOI: 10.24140/issn.1645-7250.rle49.03
Ernesto Candeias
: We demand a new role to social pedagogy and social education in the socio-educational school space, due to the emergence of social problems within the school. This recovery of the schoolgirl in the process of reconfiguration of social pedagogy, accustomed to intervene in the context of non-formal education, converts it into a field of reflection of the intervention on the social and educational problems that occur in it. We intend with our purposes to contribute to the reconfiguration of social pedagogy and the action of social education at school, in conjunction with community inter- vention. Based on a hermeneutic methodology, we are based on the following objectives, which coincide with the two structural points of the text: to analyze in the current reality some evidence that requires socio-educational responses in the context of social pedagogy and social education; reconfigure social pedagogy as a social pedagogy of education, in order to understand school intervention, through social education; understand the (inter) relationship between social pedagogy (theoretical scope) and social education (practical scope), especially at the level of pedagogical-social practice at school; determine the role of social pedagogy in the school context, the challenges and socio-educational responses given by the school. We know that intervention programs in school socio-educational spaces require relatio-nal collaboration ‘school-family-community’ and the (re)construction of an inclusive, equitable social pedagogy for the formation of citizenship, conflict resolution and social and educational problems.
由于学校内部出现的社会问题,我们要求社会教育学和社会教育在社会教育学校空间中发挥新的作用。这种对女学生在社会教育学重构过程中的恢复,习惯了在非正规教育的背景下进行干预,将其转化为对其中发生的社会和教育问题进行干预的反思场域。我们的目标是结合社区的介入,为社会教育学的重新配置和学校社会教育的行动作出贡献。基于解释学的方法论,我们基于以下目标,这与文本的两个结构点相吻合:在当前现实中分析一些需要在社会教育学和社会教育背景下做出社会教育回应的证据;将社会教育学重新配置为教育的社会教育学,以理解学校通过社会教育进行干预;理解社会教育学(理论范围)和社会教育(实践范围)之间的(内在)关系,特别是在学校的教学-社会实践层面;确定社会教育学在学校环境中的作用,学校所面临的挑战和社会教育的反应。我们知道,学校社会教育空间的干预方案需要“学校-家庭-社区”的关系合作,以及(重新)构建一种包容、公平的社会教学法,以形成公民意识、解决冲突、解决社会和教育问题。
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引用次数: 0
Internacionalização da educação superior: tensões, cenários e estratégias nos casos Brasil e Espanha 高等教育国际化:巴西和西班牙案例中的紧张局势、情景和策略
Q4 Social Sciences Pub Date : 2021-01-31 DOI: 10.24140/issn.1645-7250.rle49.10
Maria da Salete Barboza de Farias, J. F. Oliveira, Luis M. Lázaro Lorente
: This article presents reflections derived from the post-doctoral internship that aimed to learn about the process of internationalization of higher education in Brazil and Spain, considering objectives, strategies and ten - sions. For this purpose, a literature review was conducted and relevant documents on the subject were analyzed, such as the proposal of the Coordination for the Improvement of Higher Education Personnel (Capes) through Public Notice No. 41/2017, available at WEB Capes (2017) and the document Strategy for the internationalization of Spa - nish universities 2015-2020. Bourdieu’s theory in the scientific field has allowed us to see that the strategies used for the internationalization of higher education, most outstanding modern times, are also part of the power struggle and the monopoly of scientific authority among national and international academic institutions.
本文介绍了在巴西和西班牙进行高等教育国际化进程的博士后实习,从目标、策略和趋势三个方面进行了思考。为此,我们进行了文献综述,并对相关文件进行了分析,例如通过第41/2017号公告提出的“高等教育人才改善协调(Capes)”建议,可在WEB Capes(2017)和文件“2015-2020年芬兰大学国际化战略”。布迪厄在科学领域的理论使我们看到,现代最为突出的高等教育国际化战略,也是国家和国际学术机构之间权力斗争和科学权威垄断的一部分。
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引用次数: 0
Efecto de la flipped classroom en las estrategias de aprendizaje de los estudiantes universitarios 翻转课堂对大学生学习策略的影响
Q4 Social Sciences Pub Date : 2021-01-31 DOI: 10.24140/issn.1645-7250.rle49.14
María Espada, J. A. Navia, Maite Gómez-López, Patricia Rocu
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引用次数: 1
Ensino técnico-profissional como alternativa para as limitações de acesso ao ensino superior Coimbra – Portugal (1948–1974) 葡萄牙科英布拉(1948 - 1974)技术和职业教育作为高等教育限制的替代方案
Q4 Social Sciences Pub Date : 2021-01-31 DOI: 10.24140/issn.1645-7250.rle49.09
José Jassuipe Morais, P. Albuquerque, A. Ferreira
: This article addresses the problem of Portuguese technical-vocational training in the 1940s and 1970s of the twentieth century as an alternative to the vocational training of individuals who had no access to higher education. The objective was to understand the technical-professional education from the educational experience of Avelar Brotero Secondary School (ESAB) regarding the fulfillment of the aspirations of employability, socioeconomic eman cipation in the movement school, work, city and difficulties of access to higher education. We opted for bibliographic and documentary research with qualitative analysis, using textbooks and school documents. The data were collected in the archives of the object of study. The results indicate that the vocational training promoted by ESAB of Coimbra brought employability to students who completed their studies. The conclusions indicate that in the decades studied here, this type of education provided social advancement for young people who sought a profession and wanted to insert themselves in the world of work. It was found that some students were already hired by large companies while still in the classroom. It can be seen, such was the prestige of Brotero graduates. Finally, it is noted in this study that vocational technical training directed young people from low income classes to the working world, while students from more privileged social classes had access to higher education. réalisation des aspirations à l’emploi, émancipation socio-économique dans le mouvement école, travail, ville et difficultés d’accès à l’enseignement supérieur. Nous avons opté pour une recherche bibliographique et documentaire avec analyse qualitative, à l’aide de manuels et de documents scolaires. Les données ont été collectées dans les fichiers d’objets de l’étude. Les résultats indiquent que la formation professionnelle promue par l’ESAB de Coimbra a permis d’améliorer l’employabilité des étudiants ayant terminé leurs études. Les conclusions indiquent que, dans les décennies étudiées ici, ce type d’éducation offrait un avancement social aux jeunes qui cherchaient un métier et voulaient s’inscrire dans le monde du travail. Il a été constaté que certains étudiants avaient déjà été embauchés par de grandes entreprises alors qu’ils étaient encore en classe. On peut voir que tel était le prestige des diplômés de Brotero. Enfin, il est noté dans cette étude que la formation technique professionnelle a orienté les jeunes des classes populaires vers le monde du travail, tandis que les étudiants des classes sociales plus privilégiées ont accès à l’enseignement supérieur. enseignement
:本文解决了20世纪40年代和70年代葡萄牙语技术职业培训问题,作为无法接受高等教育的个人职业培训的替代方案。目的是从Avelar Brotero中学(ESAB)的教育经验中了解技术职业教育,包括实现就业能力、社会经济人参与运动学校、工作、城市和获得高等教育的困难等愿望。我们选择使用教科书和学校文件进行定性分析的书目和文献研究。数据收集在研究对象的档案中。结果表明,科英布拉ESAB促进的职业培训为完成学业的学生带来了就业能力。结论表明,在这里研究的几十年中,这种类型的教育为寻求职业并希望将自己融入工作世界的年轻人提供了社会进步。发现一些学生已经被大公司雇佣,而他们还在教室里。可以看出,这就是布罗特罗毕业生的声望。最后,这项研究指出,职业技术培训将年轻人从低收入阶层引导到工作世界,而来自更特权社会阶层的学生可以接受高等教育。在学校、工作、城市运动中实现就业愿望、社会经济解放和接受高等教育的困难。我们选择了书目和文献研究,使用教科书和学校文件进行定性分析。数据收集在研究对象文件中。结果表明,科英布拉ESAB促进的职业培训提高了完成学业的学生的就业能力。调查结果表明,在这里研究的几十年中,这种类型的教育为寻求职业并希望进入工作世界的年轻人提供了社会进步。研究发现,一些学生在上课时已经被大公司雇佣。可以看出,这就是布罗特罗毕业生的声望。最后,研究指出,职业技术培训使来自大众阶层的年轻人进入工作世界,而来自更特权社会阶层的学生可以接受高等教育。教学
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引用次数: 1
期刊
Revista Lusofona de Educacao
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