Pub Date : 2020-12-29DOI: 10.15366/JOSPOE2020.12.004
S. L. Edwards
Global citizenship education (GCED) is a growing field in international education. The Sustainable Development Goal (SDG) target 4.7 cited GCED as an official aim of the United Nations for 2030 in order to improve sustainable development, and this has created an increase in global research relating to the assessment of GCED within curriculums. The International Baccalaureate (IB), a private international organization known for its mission statement that promotes lifelong education for a peaceful world, prefers the term international mindedness. Consequently, the IB rarely addresses the concept of global citizenship directly in its Diploma Programme (DP). This paper studies the relationship between the existing DP curriculum and GCED through first providing a definition of GCED and its cognitive, socio-emotional, and behavioral conceptual domains according to UNESCO’s theoretical framework. The study suggests that the DP curriculum unequally addresses the GCED domains and lacks definitive learning objectives that are recommended by UNESCO. While the IB is known for its international education, the DP does address GCED elements that are crucial to active citizenship within the written curriculum, nor are the existing elements assessed at any point in the program.
{"title":"IB DIPLOMA PROGRAMME CORE AS A SUPPLIER OF GLOBAL CITIZENSHIP EDUCATION","authors":"S. L. Edwards","doi":"10.15366/JOSPOE2020.12.004","DOIUrl":"https://doi.org/10.15366/JOSPOE2020.12.004","url":null,"abstract":"Global citizenship education (GCED) is a growing field in international education. The Sustainable Development Goal (SDG) target 4.7 cited GCED as an official aim of the United Nations for 2030 in order to improve sustainable development, and this has created an increase in global research relating to the assessment of GCED within curriculums. The International Baccalaureate (IB), a private international organization known for its mission statement that promotes lifelong education for a peaceful world, prefers the term international mindedness. Consequently, the IB rarely addresses the concept of global citizenship directly in its Diploma Programme (DP). This paper studies the relationship between the existing DP curriculum and GCED through first providing a definition of GCED and its cognitive, socio-emotional, and behavioral conceptual domains according to UNESCO’s theoretical framework. The study suggests that the DP curriculum unequally addresses the GCED domains and lacks definitive learning objectives that are recommended by UNESCO. While the IB is known for its international education, the DP does address GCED elements that are crucial to active citizenship within the written curriculum, nor are the existing elements assessed at any point in the program.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129726127","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 : 2020-12-29DOI: 10.15366/JOSPOE2020.12.003
Cristina Castellote López, P. C. García
Entrepreneurship education plays an essential role in the development of countries. The purpose of this study is to conduct a systematic review of the literature to encourage Spanish education to organize more entrepreneurship proposals in schools that can reinforce the country after the coronavirus crisis. This competence's value lies in its perception as a strategy that engages actions to achieve social advantages. The databases used were Google Scholar, WOS, SCOPUS, Dialnet and Redalyc. After applying eligibility criteria and eliminating duplicates, 30 articles were selected, which are the main basis for the treatment of business competence and the proposal of an intervention for secondary school students, which aim to generate entrepreneurship competences among them, that improve their employability and their coping in crisis situations derived from health pandemics such as those we have recently experienced due to the coronavirus. The results are discussed by the positive impact of the work of this competence in the society and in the education of the students. In addition, the research offers a reflection on the feasibility of the proposal in the future.
{"title":"ENTREPRENEURSHIP COMPETENCE FOR SOCIETY AND SCHOOLS IN TIME OF CRISIS. A SYSTEMATIC BIBLIOGRAPHIC REVIEW","authors":"Cristina Castellote López, P. C. García","doi":"10.15366/JOSPOE2020.12.003","DOIUrl":"https://doi.org/10.15366/JOSPOE2020.12.003","url":null,"abstract":"Entrepreneurship education plays an essential role in the development of countries. The purpose of this study is to conduct a systematic review of the literature to encourage Spanish education to organize more entrepreneurship proposals in schools that can reinforce the country after the coronavirus crisis. This competence's value lies in its perception as a strategy that engages actions to achieve social advantages. The databases used were Google Scholar, WOS, SCOPUS, Dialnet and Redalyc. After applying eligibility criteria and eliminating duplicates, 30 articles were selected, which are the main basis for the treatment of business competence and the proposal of an intervention for secondary school students, which aim to generate entrepreneurship competences among them, that improve their employability and their coping in crisis situations derived from health pandemics such as those we have recently experienced due to the coronavirus. The results are discussed by the positive impact of the work of this competence in the society and in the education of the students. In addition, the research offers a reflection on the feasibility of the proposal in the future.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121706933","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 : 2020-12-29DOI: 10.15366/JOSPOE2020.12.006
Veronica Steffen, Daniel Steffen, Ángeles Bueno-Villaverde
Given the growth of and interest in International Baccalaureate (IB) programmes in Spain, schools looking for approval to implement any of its programmes are being met with the challenge of policy development to meet the requirements for authorization. This paper will look at Spanish legislation and the supports or challenges it offers when trying to meet the needs that face schools looking towards IB Primary Years Programme (PYP) authorization. As schools already authorized will have used the 2014 version of the IB Programme Standards and Practices, this paper will focus on the development of language policy in this version as well as the 2018 versions to support these schools as they move to the next stage or new schools starting under this newer version. A comparative look at Spanish legislation that may have influenced past decisions and current legislation that will influence future decisions will summarize the support mechanisms for meeting the language policy requirement.
{"title":"SPANISH LEGISLATION AND IB PYP LANGUAGE POLICY DEVELOPMENT","authors":"Veronica Steffen, Daniel Steffen, Ángeles Bueno-Villaverde","doi":"10.15366/JOSPOE2020.12.006","DOIUrl":"https://doi.org/10.15366/JOSPOE2020.12.006","url":null,"abstract":"Given the growth of and interest in International Baccalaureate (IB) programmes in Spain, schools looking for approval to implement any of its programmes are being met with the challenge of policy development to meet the requirements for authorization. This paper will look at Spanish legislation and the supports or challenges it offers when trying to meet the needs that face schools looking towards IB Primary Years Programme (PYP) authorization. As schools already authorized will have used the 2014 version of the IB Programme Standards and Practices, this paper will focus on the development of language policy in this version as well as the 2018 versions to support these schools as they move to the next stage or new schools starting under this newer version. A comparative look at Spanish legislation that may have influenced past decisions and current legislation that will influence future decisions will summarize the support mechanisms for meeting the language policy requirement.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"376 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116631005","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 : 2020-11-26DOI: 10.15366/jospoe2020.11.005
Haleyda Quiroz Reyes
This article reflects on the dilemma presented by international discourses on an educational renewal that is committed to granting autonomy to schools as nerve centers where true pedagogical action spaces are developed as opposed to the demands for obtaining successful test results, global comparisons and accountability. It is in this contradictory overwhelming and inoperative challenge of education where we intend to focus this analysis that we approach with a positive look at progressive autonomy and its struggle to adapt to the particularities and needs of the social and cultural context of schools under the influence of a bureaucratic context. In the case of Mexico, facing two important challenges, getting rid of bureaucratic structures and in turn responding to the demands of transparency and accountability that hinder pedagogical initiatives and participation of school management under evaluation processes with inquisitive requirements designed and programmed from the central administration. However, there is an inexhaustible effort to advance in the challenge of reestablishing spaces for democratic and collaborative participation where educational purposes can once again be linked to the aspirations, goals and daily life of the school community.
{"title":"LOS ESPACIOS OLVIDADOS DE PARTICIPACIÓN Y AUTONOMÍA ESCOLAR FRENTE A LOS PROCESOS DE RENDICIÓN DE CUENTAS Y BUROCRACIA EN MÉXICO","authors":"Haleyda Quiroz Reyes","doi":"10.15366/jospoe2020.11.005","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.005","url":null,"abstract":"This article reflects on the dilemma presented by international discourses on an educational renewal that is committed to granting autonomy to schools as nerve centers where true pedagogical action spaces are developed as opposed to the demands for obtaining successful test results, global comparisons and accountability. It is in this contradictory overwhelming and inoperative challenge of education where we intend to focus this analysis that we approach with a positive look at progressive autonomy and its struggle to adapt to the particularities and needs of the social and cultural context of schools under the influence of a bureaucratic context. In the case of Mexico, facing two important challenges, getting rid of bureaucratic structures and in turn responding to the demands of transparency and accountability that hinder pedagogical initiatives and participation of school management under evaluation processes with inquisitive requirements designed and programmed from the central administration. However, there is an inexhaustible effort to advance in the challenge of reestablishing spaces for democratic and collaborative participation where educational purposes can once again be linked to the aspirations, goals and daily life of the school community.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126171351","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 : 2020-11-26DOI: 10.15366/jospoe2020.11.006
Magda Zea O’Phelan Calla
En los últimos años, la evaluación de la calidad educativa se ha convertido en la piedra angular para direccionar las políticas educativas de los países hacia un sistema de educación global y homogéneo. Sin embargo, también han surgido proyectos educativos divergentes que pretenden generar nuevas propuestas al proceso de evaluación educativa, partiendo de sus propias realidades y contextos. El objeto del presente trabajo es analizar las características de la Evaluación de Calidad Educativa en Bolivia, que se plantea como una propuesta endógena, desde la diversidad y pluralidad para garantizar la calidad en Educación con una visión amplia e integral acorde a la realidad boliviana y al paradigma del Vivir Bien que se refleja en la Ley Educativa Avelino Siñani-Elizardo Pérez. Se concluye que la evaluación de la calidad educativa en el Paradigma del Vivir Bien genera diversas propuestas discursivas, que giran en torna a ampliar el concepto de la calidad educativa y convertirla en un proceso de evaluación integral y comunitario, sin embargo, más allá de su gran fuerza discursiva ha tenido dificultades en su concreción y aplicación.
{"title":"LA EVALUACIÓN DE LA CALIDAD EDUCATIVA EN EL PARADIGMA DE LA EDUCACIÓN PARA VIVIR EN BOLIVIA","authors":"Magda Zea O’Phelan Calla","doi":"10.15366/jospoe2020.11.006","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.006","url":null,"abstract":"En los últimos años, la evaluación de la calidad educativa se ha convertido en la piedra angular para direccionar las políticas educativas de los países hacia un sistema de educación global y homogéneo. Sin embargo, también han surgido proyectos educativos divergentes que pretenden generar nuevas propuestas al proceso de evaluación educativa, partiendo de sus propias realidades y contextos.\u0000El objeto del presente trabajo es analizar las características de la Evaluación de Calidad Educativa en Bolivia, que se plantea como una propuesta endógena, desde la diversidad y pluralidad para garantizar la calidad en Educación con una visión amplia e integral acorde a la realidad boliviana y al paradigma del Vivir Bien que se refleja en la Ley Educativa Avelino Siñani-Elizardo Pérez.\u0000Se concluye que la evaluación de la calidad educativa en el Paradigma del Vivir Bien genera diversas propuestas discursivas, que giran en torna a ampliar el concepto de la calidad educativa y convertirla en un proceso de evaluación integral y comunitario, sin embargo, más allá de su gran fuerza discursiva ha tenido dificultades en su concreción y aplicación.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128302136","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 : 2020-11-26DOI: 10.15366/jospoe2020.11.002
Antoni Verger, Clara Fontdevila, Lluís Parcerisa
The OECD has played an active role in the construction and dissemination of school autonomy with accountability (SAWA) as a global education policy model. As we show in this paper, it has done so by activating three governance mechanisms - namely, data gathering, education policy evaluation, and the generation of policy ideas. The OECD has played proactively contributed to the theorization of SAWA as a policy solution, matching it to a wide range of problems, and framing it loosely enough to accommodate different political preferences. To a great extent, the potential for the OECD to advance educational reforms lies, on the one hand, in its capacity to articulate causal beliefs and principled beliefs in the generation of policy ideas and, on the other, in its capacity to open political opportunity windows through which policy recommendations, such as SAWA, are introduced in national education debates.
{"title":"EL PAPEL DE LA OCDE EN LA DIFUSIÓN INTERNACIONAL DE POLÍTICAS EDUCATIVAS: EL CASO DE LA AUTONOMÍA ESCOLAR CON RENDICIÓN DE CUENTAS","authors":"Antoni Verger, Clara Fontdevila, Lluís Parcerisa","doi":"10.15366/jospoe2020.11.002","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.002","url":null,"abstract":"The OECD has played an active role in the construction and dissemination of school autonomy with accountability (SAWA) as a global education policy model. As we show in this paper, it has done so by activating three governance mechanisms - namely, data gathering, education policy evaluation, and the generation of policy ideas. The OECD has played proactively contributed to the theorization of SAWA as a policy solution, matching it to a wide range of problems, and framing it loosely enough to accommodate different political preferences. To a great extent, the potential for the OECD to advance educational reforms lies, on the one hand, in its capacity to articulate causal beliefs and principled beliefs in the generation of policy ideas and, on the other, in its capacity to open political opportunity windows through which policy recommendations, such as SAWA, are introduced in national education debates.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130744878","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 : 2020-11-26DOI: 10.15366/jospoe2020.11.001
Enrique-Javier Díez-Gutiérrez
This article analyses closely the policies of standardized evaluation that continue to be implemented throughout the world and which represent one of the most incisive mechanisms of the new paradigm of “neo-liberal governance” in education. It investigates how this evaluation model demands the implementation of new managerial "business" style techniques in educational institutions and it is supported by rhetoric that proclaims the necessity of decentralization and of educational autonomy for schools. However, this discourse does not refer to pedagogical autonomy, but to financial autonomy - decentralization without resources. In this context, the so-called "New Public Management" comes to the fore as a mechanism of governance for public services, applied to education. The article explores how these stratagems operate, what they "make one do" and how they become tools of social control since they require the active participation of those involved and impose a rationale oriented to "self-governance" under the pressure of competition, in accordance with the principle of calculating maximum individual interest. Finally, in a proactive sense, this article raises the need for a different approach to educational evaluation and management that is both possible and necessary in a democratic and inclusive model.
{"title":"POLÍTICAS DE EVALUACIÓN ESTANDARIZADA Y GOBERNANZA “EMPRESARIAL” EN EDUCACIÓN","authors":"Enrique-Javier Díez-Gutiérrez","doi":"10.15366/jospoe2020.11.001","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.001","url":null,"abstract":"This article analyses closely the policies of standardized evaluation that continue to be implemented throughout the world and which represent one of the most incisive mechanisms of the new paradigm of “neo-liberal governance” in education. It investigates how this evaluation model demands the implementation of new managerial \"business\" style techniques in educational institutions and it is supported by rhetoric that proclaims the necessity of decentralization and of educational autonomy for schools. However, this discourse does not refer to pedagogical autonomy, but to financial autonomy - decentralization without resources. In this context, the so-called \"New Public Management\" comes to the fore as a mechanism of governance for public services, applied to education. The article explores how these stratagems operate, what they \"make one do\" and how they become tools of social control since they require the active participation of those involved and impose a rationale oriented to \"self-governance\" under the pressure of competition, in accordance with the principle of calculating maximum individual interest. Finally, in a proactive sense, this article raises the need for a different approach to educational evaluation and management that is both possible and necessary in a democratic and inclusive model.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116100531","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 : 2020-11-26DOI: 10.15366/jospoe2020.11.004
Juliano Mota Parente, Cláudia da Mota Darós Parente
El objetivo del artículo es analizar la percepción de directores acerca de la autonomía de los centros educativos en el contexto de transición de la Nueva Gestión Pública (NPG) a la Post Nueva Gestión Pública (PNGP). Para eso, sistematizamos las principales características de la NGP y de la PNGP, lo que respaldó el análisis documental y la encuesta de opinión aplicada a directores de centros educativos que actúan en el Programa Ensino Integral (PEI) de la red pública de enseñanza del Estado de São Paulo, Brasil. Los resultados indicaron que el PEI tiene características muy alineadas a la NGP, aunque haya estrategias que empiezan a dirigirse a la PNGP. Los datos revelaron que la percepción de los directores con relación al PEI es muy positiva y que incluso contribuye al fortalecimiento de la autonomía de los centros educativos y del trabajo del director.
本文的目的是分析在新公共管理(NPG)向后新公共管理(PNGP)过渡的背景下，校长对学校自治的看法。为此,sistematizamos NGP的主要特点和分析支持PNGP,纪录片和民意测验应用教育中心负责人表现在网络综合Ensino方案(PEI) São Paulo州立公共教育、巴西。在本研究中，我们分析了不同的策略，以确定不同的策略对PNGP的影响。这些数据显示，校长对PEI的看法非常积极，甚至有助于加强学校和校长工作的自主权。
{"title":"LA AUTONOMÍA DE LOS CENTROS EDUCATIVOS BRASILEÑOS EN EL CONTEXTO DE TRANSICIÓN DE LA NUEVA GESTIÓN PÚBLICA A LA POST NUEVA GESTIÓN PÚBLICA (PNGP)","authors":"Juliano Mota Parente, Cláudia da Mota Darós Parente","doi":"10.15366/jospoe2020.11.004","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.004","url":null,"abstract":"El objetivo del artículo es analizar la percepción de directores acerca de la autonomía de los centros educativos en el contexto de transición de la Nueva Gestión Pública (NPG) a la Post Nueva Gestión Pública (PNGP). Para eso, sistematizamos las principales características de la NGP y de la PNGP, lo que respaldó el análisis documental y la encuesta de opinión aplicada a directores de centros educativos que actúan en el Programa Ensino Integral (PEI) de la red pública de enseñanza del Estado de São Paulo, Brasil. Los resultados indicaron que el PEI tiene características muy alineadas a la NGP, aunque haya estrategias que empiezan a dirigirse a la PNGP. Los datos revelaron que la percepción de los directores con relación al PEI es muy positiva y que incluso contribuye al fortalecimiento de la autonomía de los centros educativos y del trabajo del director.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128569706","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 : 2020-11-26DOI: 10.15366/jospoe2020.11.007
Vlademir Marim, Tharles Vilela Procópio
Esse estudo tem como objetivo analisar as convergências e divergências no contexto sociopolítico e educativo na formação inicial do professor no Brasil e em Portugal. Refletiu-se sobre a importância da universidade na formação docente para a melhoria da qualidade da educação e as propostas de ensino voltadas para a formação dos futuros docentes, embasadas nas leis que regulamentam e regem o sistema de ensino e a compreensão e seleção dos dados sociopolítico e educativo do Brasil e de Portugal. Como metodologia de pesquisa foi utilizada a metodologia comparada, composta das fases: descritiva, interpretativa, justaposição e comparativa. A partir da justaposição e análise dos dados foi possível perceber a importância da formação inicial dos professores, destacando as propostas, projetos e leis que normatizam o processo de ensino, apontando a necessidade de formar docentes com competências e habilidades que proporcionem a qualidade do ensino e aprendizagem. No estudo realizado, ficou evidente a necessidade de um olhar crítico e propostas de políticas públicas eficazes para a consolidação da qualidade do ensino e da formação inicial dos professores, que são os protagonistas, com os alunos, de todo o processo de ensino e aprendizagem.
{"title":"CONVERGÊNCIAS E DIVERGÊNCIAS NA FORMAÇÃO INICIAL DO PROFESSOR NO BRASIL E PORTUGAL","authors":"Vlademir Marim, Tharles Vilela Procópio","doi":"10.15366/jospoe2020.11.007","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.007","url":null,"abstract":"Esse estudo tem como objetivo analisar as convergências e divergências no contexto sociopolítico e educativo na formação inicial do professor no Brasil e em Portugal. Refletiu-se sobre a importância da universidade na formação docente para a melhoria da qualidade da educação e as propostas de ensino voltadas para a formação dos futuros docentes, embasadas nas leis que regulamentam e regem o sistema de ensino e a compreensão e seleção dos dados sociopolítico e educativo do Brasil e de Portugal. Como metodologia de pesquisa foi utilizada a metodologia comparada, composta das fases: descritiva, interpretativa, justaposição e comparativa. A partir da justaposição e análise dos dados foi possível perceber a importância da formação inicial dos professores, destacando as propostas, projetos e leis que normatizam o processo de ensino, apontando a necessidade de formar docentes com competências e habilidades que proporcionem a qualidade do ensino e aprendizagem. No estudo realizado, ficou evidente a necessidade de um olhar crítico e propostas de políticas públicas eficazes para a consolidação da qualidade do ensino e da formação inicial dos professores, que são os protagonistas, com os alunos, de todo o processo de ensino e aprendizagem.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115640832","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 : 2020-11-26DOI: 10.15366/jospoe2020.11.003
Sofía Guadalupe Corral Soto
This article analyze the dynamics of evaluation of the academic and scientific production of the universities as an integral part of the social relations of production which are inherent in the capitalistic system. The role of researchers as knowledge workers is located, and scientific work, as an economic and political activity determined by social and historical interests. The objective of this article is the recognition of academic and scientific production as a source of value, and of the place that subjects occupy as producers of knowledge, within the capitalist scheme. For this, a methodology based on Marxist critical theory has been followed, in an exercise of transposition of the classic categories of use value and exchange value, applied to the university environment of knowledge production. The contributions of Ernest Mandel, Antonio Negri and Bolívar Echeverría are taken for a broaden understanding of the concept of Marxist value. As a result of this approach, two antagonistic models of knowledge assessment are identified; on one hand, a progressively restrictive and capitalizing logic of knowledge is observed, and on the other, a greater autonomy for subjects prevails against the lucrative imposition of capital.
{"title":"VALOR DE USO Y VALOR DE CAMBIO EN LOS SISTEMAS EVALUATIVOS UNIVERSITARIOS. ANÁLISIS DE DOS INSTITUCIONES: UNIVERSIDAD DE MATANZAS, CUBA Y UNIVERSIDAD AUTÓNOMA DE CIUDAD JUÁREZ, MÉXICO","authors":"Sofía Guadalupe Corral Soto","doi":"10.15366/jospoe2020.11.003","DOIUrl":"https://doi.org/10.15366/jospoe2020.11.003","url":null,"abstract":"This article analyze the dynamics of evaluation of the academic and scientific production of the universities as an integral part of the social relations of production which are inherent in the capitalistic system. The role of researchers as knowledge workers is located, and scientific work, as an economic and political activity determined by social and historical interests. The objective of this article is the recognition of academic and scientific production as a source of value, and of the place that subjects occupy as producers of knowledge, within the capitalist scheme. For this, a methodology based on Marxist critical theory has been followed, in an exercise of transposition of the classic categories of use value and exchange value, applied to the university environment of knowledge production. The contributions of Ernest Mandel, Antonio Negri and Bolívar Echeverría are taken for a broaden understanding of the concept of Marxist value. As a result of this approach, two antagonistic models of knowledge assessment are identified; on one hand, a progressively restrictive and capitalizing logic of knowledge is observed, and on the other, a greater autonomy for subjects prevails against the lucrative imposition of capital.","PeriodicalId":431657,"journal":{"name":"Journal of Supranational Policies of Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121819899","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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