Suchergebnisse

The paper analyzes the process of constitution of the Movimento de Educação de Base – MEB –, reflecting about the dynamics of relations between Church and State in Brazil, at a time when education in the rural environment was disputed by diverse social groups. Its objective is to understand how, within an officially secular state, an agreement can be signed and justified in which the Brazilian Government financed a movement proposed and coordinated by the Catholic Church. Theoretically based on the notions of elite groups and influence, it investigates the approximations between governmental and religious agents involved in establishing the agreement. Finally, it analyzes the decree formalizing the agreement, relating some of its main points with the previous process. ; El artículo analiza el proceso de constitución del Movimento de Educação de Base - MEB -, reflexionando sobre la dinámica de las relaciones entre Iglesia y Estado en Brasil, en un momento en que la educación en el medio rural era disputada por diversos grupos sociales. Tiene por objetivo comprender cómo, en un Estado oficialmente laico, pudo ser firmado y justificado un convenio en el cual el gobierno financió un movimiento propuesto y coordinado por la Iglesia Católica. Fundamentado teóricamente por las nociones de grupos de élite e influencia, investiga los acercamientos entre los agentes gubernamentales y religiosos involucrados en la consecución del acuerdo. Finalmente, analiza el decreto del convenio, relacionando sus puntos principales con el proceso antecedente. ; O artigo analisa o processo de constituição do Movimento de Educação de Base – MEB –, refletindo sobre a dinâmica das relações entre Igreja e Estado no Brasil, em um momento em que a educação no meio rural era disputada por diversos grupos sociais. Tem por objetivo compreender como, no interior de um Estado oficialmente laico, pôde ser firmado e justificado um convênio no qual o governo federal brasileiro financiou um movimento proposto e coordenado pela Igreja Católica. Embasando-se teoricamente nas noções de grupos de elite e influência, investiga as aproximações entre os agentes governamentais e religiosos envolvidos na consecução do acordo. Finalmente, analisa o decreto de formalização do convênio, relacionando alguns de seus pontos principais com o processo antecedente.

"Estratto dal Giornale fiorentino La Gioventù Volume XII e seg. della Collezione V della Nuova Serie - con giunte ec."--P. [2] ; Includes bibliographical references. ; Mode of access: Internet.

Over the last decade the issues concerning higher education quality and its assurance have become very important in European countries therefore the aim of this article is to carry out a comparative analysis of conditions that determined introduction of accreditation process in Western and Central / Eastern European countries and to discuss Lithuania's case. Methods: literature analysis, document analysis, causative – comparative analysis. First of all the experience of European countries in the field of introduction of higher education accreditation is analysed. In the second part the influence of Bologna process on the expansion of accreditation process is presented. In the second part Lithuania's case is discussed. The conclusions are presented in the end of the article. Having analysed the experience of European countries in the field of higher education quality assurance, it can be stated that Western and Central / Eastern European countries chose different ways and time for introduction of accreditation process because of different political, social, and cultural situations. The demand for accreditation procedures gained extreme importance in Europe after the acceptance of The Bologna declaration. Nevertheless quality assurance was not the strong point of Bologna declaration, further documents of this process and its initiated reforms filled in the gap paying enormous attention to the aspects of quality and naming accreditation as one of the possible ways to assure quality Lithuania adopted accreditation together with most Central / Eastern European countries during the first generation of implementation of accreditation mechanisms.

Over the last decade the issues concerning higher education quality and its assurance have become very important in European countries therefore the aim of this article is to carry out a comparative analysis of conditions that determined introduction of accreditation process in Western and Central / Eastern European countries and to discuss Lithuania's case. Methods: literature analysis, document analysis, causative – comparative analysis. First of all the experience of European countries in the field of introduction of higher education accreditation is analysed. In the second part the influence of Bologna process on the expansion of accreditation process is presented. In the second part Lithuania's case is discussed. The conclusions are presented in the end of the article. Having analysed the experience of European countries in the field of higher education quality assurance, it can be stated that Western and Central / Eastern European countries chose different ways and time for introduction of accreditation process because of different political, social, and cultural situations. The demand for accreditation procedures gained extreme importance in Europe after the acceptance of The Bologna declaration. Nevertheless quality assurance was not the strong point of Bologna declaration, further documents of this process and its initiated reforms filled in the gap paying enormous attention to the aspects of quality and naming accreditation as one of the possible ways to assure quality Lithuania adopted accreditation together with most Central / Eastern European countries during the first generation of implementation of accreditation mechanisms.

The main aim of this work is to determine what problems of realization the academic community perceives. The system of realization trends was projected in the state education strategy enacted on the 4th of July in 2003 by Parliament. It is paid attention to the calibre, the management culture and the opportunity to learn all the life. There are five the realization trends of state education strategy: the management, the infrastructure, the support, the content and the personnel. The analysis of the research shows that the finance of higher education, the modernization of teaching, the present learning load of students which belongs to the implementation of information technology are the main trends of state education strategy. The finances of a state will be introduced in 2009 which will offset the best part expenses of students learning. The educational institution should have to help persons to gain the qualification which should meet the requirements of these days and satisfy modern technology.

The main aim of this work is to determine what problems of realization the academic community perceives. The system of realization trends was projected in the state education strategy enacted on the 4th of July in 2003 by Parliament. It is paid attention to the calibre, the management culture and the opportunity to learn all the life. There are five the realization trends of state education strategy: the management, the infrastructure, the support, the content and the personnel. The analysis of the research shows that the finance of higher education, the modernization of teaching, the present learning load of students which belongs to the implementation of information technology are the main trends of state education strategy. The finances of a state will be introduced in 2009 which will offset the best part expenses of students learning. The educational institution should have to help persons to gain the qualification which should meet the requirements of these days and satisfy modern technology.

Educar na sociedade da informação não implica apenas na capacitação para o uso das tecnologias da informação e comunicação (TIC), mas envolve oportunizar o desenvolvimento de competências que permitam ao sujeito o efetivo envolvimento na sociedade permeada pelas tecnologias digitais. Entende-se que vivenciar novas formas de ensinar e aprender mediadas pelas TIC remete a um (re)pensar sobre os processos de formação de professores. A pesquisa O 'novo' profissional da rede estadual do RS e as tecnologias na educação, foi realizada em duas etapas: a primeira, de natureza quantitativa, foi responsável pela caracterização do profissional que ingressou na rede entre os anos de 2008 a 2010. A segunda, de natureza qualitativa, envolveu o estudo sobre o uso das tecnologias na atividade do professor, a partir da metodologia da autoconfrontação cruzada. Traçou-se o perfil do profissional da educação pública especialmente no que se refere à inserção no serviço público bem como a apropriação tecnológica de professores contratados que atuam em uma escola de Porto Alegre. O artigo destaca a relevância da metodologia da autoconfrontação como espaço de formação docente no que se refere às tecnologias em educação. A apropriação tecnológica existente não é decorrente da formação de graduação e nem é advinda da formação em serviço, apesar de o governo prever esta modalidade de qualificação através da política estadual de inclusão digital. São as experiências da vida diária que dão os parcos suportes para a atuação nesta modalidade de atividade.