When, in 1942, several German intellectuals of the Frankfurt school came together with other like-minded thinkers to discuss Nietzsche's thoughts on needs & culture, an interesting discussion emerged. They found needs to be inextricably connected to total socialization & found that the sociophilosophical basis for political legitimacy is hindered by advanced capitalism. The discussion also focused on the correlation between "cultural" & "material" needs. These two points of debate naturally led the group to ask a central question, "Nietzsche or Marx?" Two camps were formed within the group. Anders, Horkheimer, Herbert Marcuse, & Pollock argued in favor of Marx, while Adorno & Ludwig Marcuse support Nietzsche. The debates that took place in 1942, & led to the writing of Dialectic of Enlightenment, continue to be relevant. For the bottom line of the discussion is an idea that continues to be debated today: ever-expanding consumerism is the only path to happiness. K. A. Larsen
Lorenzo Tébar Belmonte is a pedagogical advisor of FERE-CECA and a teacher at CSEU La Salle-UA, in Madrid. This interview with Lorenzo Tébar Belmonte deals with the subject of charter schools; he believes mass media distorts the truth about these educational centers. He also exposes the need for an open law that recognizes young adults and children as the center of society, and that will wager on quality education to fight against academic failure. Lorenzo Tébar Belmonte thinks cultural diversity in classrooms is a huge educational opportunity, furthermore, he believes religion deserves a special treatment in education since it is an essential element of culture. ; Lorenzo Tébar Belmonte es un asesor pedagógico de FERE-CECA y un profesor en el CSEU La Salle-UA, en Madrid. En este artículo se presenta la entrevista que se hace a Lorenzo Tébar Belmonte en la que se trata el tema de la educación concertada, él explica que los medios distorsionan la verdad de estos centros educativos. También expone la necesidad de una ley abierta que ponga en el centro de la sociedad a los jóvenes y a los niños y que apueste por una educación de calidad para evitar el fracaso escolar. Lorenzo Tébar Belmonte cree que la diversidad cultural en las aulas es una enorme oportunidad educativa y que la religión merece un tratamiento especial en la educación ya que es un elemento esencial de la cultura.
"Over the last two decades, many of India's leading companies have been achieving double-digit growth - even in the midst of a global recession. Understanding what is driving the Indian business juggernaut is an imperative no manager - in any part of the world - can afford to ignore." "In this timely book, professors Peter Cappelli, Harbir Singh, Jitendra Singh, and Michael Useem of the Wharton School India Team reveal the secrets of India's top-performing companies: an innovative, unconventional, and exportable set of management principles they call the "India Way." The authors argue that the India Way could have the same remarkable impact that Japanese business leaders and the "Toyota Way" had on manufacturing around the world: it could change the practice - and purpose - of management on a global scale." "Drawing on interviews with more than one hundred top executives from India's largest corporations - including Infosys Technologies, Reliance Industries, and Tata Sons - the authors reveal how the India Way differs from Western management practice in how organizations manage and value employees; transcend barriers through improvisation; create compelling value propositions that serve a massive, underprivileged market; govern for the long term; and make social issues a business priority. The authors identify how managers in other countries can learn from these practices and adapt them in their own companies."--BOOK JACKET
Penelitian ini bermaksud mengungkap pengaruh kualitas lingkungan sekolah dan motivasi kerja terhadap produktivitas kerja guru pada guru-guru SMP Negeri sekota Badung. Metode penelitian menggunakan pendekatan kuantitatif pada guru di 52 SMP Negeri sekota Bandung, sebanyak 976 guru, dengan sampel penelitian sebanyak 99 orang. Tehnik analisis data menggunakan teknik analitis regresi (regression analysis). Temuan penelitian ini adalah kualitas lingkungan sekolah adalah baik,gambaran dari motivasi kerja adalah sangat baik dan untuk produktivitas kerja guru sangat baik. Terdapat pengaruh positif dan signifikan yang diberikan oleh kualitas lingkungan sekolah terhadap produktivitas kerja guru, terdapat pengaruh positif dan signifikan yang diberikan motivasi kerja terhadap produktivitas kerja guru, dan terdapat pengaruh positif dan signifikan yang diberikan oleh kualitas lingkungan sekolah dan motivasi kerja guru terhadap produktivitas kerja guru. Saran dari penelitian ini adalah Pemerintah dan atau lembaga penyelenggara dan pengelola sekolah perlu memperhatikan dan menindaklanjuti upaya pemenuhan kebutuhan akan sarana dan prasarana fisik pembelajaran di sekolah yang bersangkutan. Dalam aspek kompetisi, perlu adanya dorongan dari para pimpinan sekolah agar guru membiasakan diri untuk mau berkompetisi. Kontribusi guru terhadap lingkungan, khususnya sekolah tempat dia bertugas, harus dipacu dari sikap dan budaya yang dibiasakan oleh lingkungan sekolah, yang didukung oleh manajemen sekolah yang baik. This study intends to reveal the influence of the quality of the school environment and motivation to work productivity of teachers at the Junior High School teachers derby Badung . The research method uses a quantitative approach to teacher at Junior High School 52 London derby , as many as 976 teachers , the study sample as many as 99 people . Technical analysis of the data using regression analytical techniques ( regression analysis ) . The findings of this study is the quality of the school environment is good , an overview of the motivation of the work is very good and for labor productivity is very good teacher . There is a positive and significant effect given by the quality of the school environment on the productivity of teachers , there is a positive and significant impact given motivation to work on the productivity of teachers , and there is a positive and significant effect given by the quality of the school environment and work motivation of teachers to work productivity of teachers . Suggestions from this study is the Government and or the providers and school administrators need to pay attention and follow up efforts to meet the need for physical infrastructure of learning at the school . In the aspect of competition , the need for encouragement of the leaders of the school for teachers to familiarize themselves to want to compete . Contribution of teachers to the environment , especially the school where he was in charge , must be driven from the attitude and culture that is the habit of the school environment , which is supported by a good school management .
Discipline is a vital ingredient for the success of students' academic performance. The Government of Kenya through the Ministry of Education (MOE) has always set up commissions of enquiries anytime the secondary schools unrests become a great concern, especially when it leads to massive destruction of property and death of students. The MOE has always wanted to get to the bottom of the matter and establish ways in which discipline can be enhanced. However, discipline in public day secondary schools has deteriorated in the past few years, especially since the ban of the cane jeopardizing the national goals of economic and industrial development (MOE 2008). In spite of efforts by the schools, indiscipline is the order of the day and it may be assumed that it hampers good academic performance. The Teachers Service Commission (TSC) has further ensured that each school has a teacher-counselor to strengthen discipline yet many schools particularly in Ruiru District have continued to find it difficult to establish a strong culture of good discipline. The academic performance in Ruiru District has continued to deteriorate. The schools have also been experiencing students' indiscipline. Although there are many factors that affect the academic performance, the factor of indiscipline has not been conclusively looked in to. It was therefore important and urgent to have an in-depth assessment of the role of discipline on academic performance in order to solve the problem. In view of the above, the task of this paper is to assess the causes of indiscipline, ascertain the relationship between students' discipline and academic performance, find out challenges faced by teachers in dealing with students' indiscipline and develop strategies for improving discipline in public day secondary schools in Ruiru district, Kiambu County in Kenya. DOI:10.5901/jesr.2014.v4n1p289
In this sequel to the acclaimed Damned Lies and Statistics, which the Boston Globe said "deserves a place next to the dictionary on every school, media, and home-office desk," Joel Best continues his straightforward, lively, and humorous account of how statistics are produced, used, and misused by everyone from researchers to journalists. Underlining the importance of critical thinking in all matters numerical, Best illustrates his points with examples of good and bad statistics about such contemporary concerns as school shootings, fatal hospital errors, bullying, teen suicides, deaths at the.
The study of the periodization of the development of architecture of non-formal education institutions (hereinafter NFEI) combines the following aspects: pedagogical aspect (is the decisive one, according to the author), social, political, scientific and technical aspects that are inherent in the era. The author investigates the developmental periods of architecture of non-formal education institutions. The time limits studied in the article from 1917 to 1940 belong to the second stage of development of NFEIs and their architecture - the period of development and formation. Many scholars and educators note that in Ukraine the existence of non-formal education covers the following areas: extracurricular education; postgraduate education and adult education; civil education; school and student self-government; educational initiatives aimed at developing additional skills and abilities; universities of the third age that provide educational services to the elderly. Given the modern interpretation and combination into a single concept - "lifelong learning" - all forms of education, this article examines the formation of the architecture of additional education institutions for all ages, i.e. analyzes the conditions that led to the creation of appropriate architectural forms, and the main, according to the author, examples and characteristics. This stage of development of NFEIs and their architectural and typological links is the period after the First World War and the beginning of the Soviet Union era. The nature of functioning remains mainly compensatory and educational. During this period, a unique world-renowned system of extracurricular activities is developed. Educational institutions and institutions of additional education in public houses and public schools continue to function. Various professional associations were born in the Soviet Union, and clubs, houses, and palaces of culture began to be built for them. In addition, during this period in Ukraine, religious institutions are gradually losing their influence, and educational functions are transferred to other institutions: libraries, houses and palaces of culture and so on. The beginning of the youth movement, stations of young nature lovers are created. The organization of seasonal (summer) children's camps takes new pedagogical and ideological forms. At this stage, specialized institutions started to form that carried out extracurricular educational work in one specific direction: stations for young naturalists, young technicians, children's railways, children's theaters and cinemas, libraries, sports and music schools - specialized non-formal education institutions. Institutions of a wide profile continued to function and had an appropriate number of offices and workshops - clubs of various types. ; Стаття представляє ретроспективний аналіз розвитку архітектури закладів неформальної освіти та закладів, що схожі за функціями, у період з 1917 по 1940 роки на території України. Надані визначення та основні характеристики вказаного етапу, виявлені основні ключові аспекти розвитку архітектури таких закладів, що формувалися відповідно до історико-соціальних та педагогічних умов та вимог цього періоду. Відомості проілюстровані архітектурними прикладами відповідного часового періоду.
The study of the periodization of the development of architecture of non-formal education institutions (hereinafter NFEI) combines the following aspects: pedagogical aspect (is the decisive one, according to the author), social, political, scientific and technical aspects that are inherent in the era. The author investigates the developmental periods of architecture of non-formal education institutions. The time limits studied in the article from 1917 to 1940 belong to the second stage of development of NFEIs and their architecture - the period of development and formation. Many scholars and educators note that in Ukraine the existence of non-formal education covers the following areas: extracurricular education; postgraduate education and adult education; civil education; school and student self-government; educational initiatives aimed at developing additional skills and abilities; universities of the third age that provide educational services to the elderly. Given the modern interpretation and combination into a single concept - "lifelong learning" - all forms of education, this article examines the formation of the architecture of additional education institutions for all ages, i.e. analyzes the conditions that led to the creation of appropriate architectural forms, and the main, according to the author, examples and characteristics. This stage of development of NFEIs and their architectural and typological links is the period after the First World War and the beginning of the Soviet Union era. The nature of functioning remains mainly compensatory and educational. During this period, a unique world-renowned system of extracurricular activities is developed. Educational institutions and institutions of additional education in public houses and public schools continue to function. Various professional associations were born in the Soviet Union, and clubs, houses, and palaces of culture began to be built for them. In addition, during this period in Ukraine, religious institutions are gradually losing their influence, and educational functions are transferred to other institutions: libraries, houses and palaces of culture and so on. The beginning of the youth movement, stations of young nature lovers are created. The organization of seasonal (summer) children's camps takes new pedagogical and ideological forms. At this stage, specialized institutions started to form that carried out extracurricular educational work in one specific direction: stations for young naturalists, young technicians, children's railways, children's theaters and cinemas, libraries, sports and music schools - specialized non-formal education institutions. Institutions of a wide profile continued to function and had an appropriate number of offices and workshops - clubs of various types. ; Стаття представляє ретроспективний аналіз розвитку архітектури закладів неформальної освіти та закладів, що схожі за функціями, у період з 1917 по 1940 роки на території України. Надані визначення та основні характеристики вказаного етапу, виявлені основні ключові аспекти розвитку архітектури таких закладів, що формувалися відповідно до історико-соціальних та педагогічних умов та вимог цього періоду. Відомості проілюстровані архітектурними прикладами відповідного часового періоду.
The study of the periodization of the development of architecture of non-formal education institutions (hereinafter NFEI) combines the following aspects: pedagogical aspect (is the decisive one, according to the author), social, political, scientific and technical aspects that are inherent in the era. The author investigates the developmental periods of architecture of non-formal education institutions. The time limits studied in the article from 1917 to 1940 belong to the second stage of development of NFEIs and their architecture - the period of development and formation. Many scholars and educators note that in Ukraine the existence of non-formal education covers the following areas: extracurricular education; postgraduate education and adult education; civil education; school and student self-government; educational initiatives aimed at developing additional skills and abilities; universities of the third age that provide educational services to the elderly. Given the modern interpretation and combination into a single concept - "lifelong learning" - all forms of education, this article examines the formation of the architecture of additional education institutions for all ages, i.e. analyzes the conditions that led to the creation of appropriate architectural forms, and the main, according to the author, examples and characteristics. This stage of development of NFEIs and their architectural and typological links is the period after the First World War and the beginning of the Soviet Union era. The nature of functioning remains mainly compensatory and educational. During this period, a unique world-renowned system of extracurricular activities is developed. Educational institutions and institutions of additional education in public houses and public schools continue to function. Various professional associations were born in the Soviet Union, and clubs, houses, and palaces of culture began to be built for them. In addition, during this period in Ukraine, religious institutions are gradually losing their influence, and educational functions are transferred to other institutions: libraries, houses and palaces of culture and so on. The beginning of the youth movement, stations of young nature lovers are created. The organization of seasonal (summer) children's camps takes new pedagogical and ideological forms. At this stage, specialized institutions started to form that carried out extracurricular educational work in one specific direction: stations for young naturalists, young technicians, children's railways, children's theaters and cinemas, libraries, sports and music schools - specialized non-formal education institutions. Institutions of a wide profile continued to function and had an appropriate number of offices and workshops - clubs of various types. ; Стаття представляє ретроспективний аналіз розвитку архітектури закладів неформальної освіти та закладів, що схожі за функціями, у період з 1917 по 1940 роки на території України. Надані визначення та основні характеристики вказаного етапу, виявлені основні ключові аспекти розвитку архітектури таких закладів, що формувалися відповідно до історико-соціальних та педагогічних умов та вимог цього періоду. Відомості проілюстровані архітектурними прикладами відповідного часового періоду.
Young migrants – particularly refugees – are commonly the object of stereotypical visual media representations and often have no choice but to position themselves in response to them. This article explores whether making young migrants aware of the politics of representation through media literacy education contributes to strengthening their participation and resilience. We reflect on a media literacy program developed with teachers and 100 students at a Dutch "International Transition Classes" school. The educational program focuses on visual media production using smartphones, raising critical consciousness and promoting civic engagement. Ethnographic data analyzed include field notes, a focus group with teachers, in-depth and informal interviews, student-produced footage, and a 10-minute ethnographic film. In our increasingly polarized mediatized world, better recognition of how the needs of certain young people diverge depending on how they are situated in racialized, gendered, and classed structures of power is needed to work towards inclusive media literacy education.
Design Anthropology: Practices, Perspectives and Potentials - Ton Otto (Department of Culture and Society, Aarhus University, Denmark), Rachel Charlotte Smith (Department of Culture and Society, Aarhus University, Denmark) and Wendy Gunn (Mads Clausen Institute, University of Southern Denmark)Section One: Concepts, Methods and PracticesThe Social Life of Concepts in Design Anthropology - Adam Drazin (Institute of Anthropology, University College London, UK)Transforming Knowledge-pieces into Design Concepts: Creative Montage at Design Workshops - Mette Kjaersgaard (Department of Culture and Society, Aarhus University, Denmark)Tools and Movements of Engagement: Design Anthropology as a Particular Style of Knowing - Kyle Kilbourn (Institute of Technology and Innovation, University of Southern Denmark)Section Two: The Materiality of DesignDesigning by Doing: Building Bridges in the Highlands of Borneo - Ian J. Ewart, (Institute of Social and Cultural Anthropology, University of Oxford, UK) Anatomical Design: Making and Using Three-dimensional Models of the Human Body - Elizabeth Hallam (Department of Anthropology, University of Aberdeen, UK and School of Anthropology and Museum Ethnography, University of Oxford UK)Designing Heritage for a Digital Culture - Rachel Charlotte Smith (Department of Culture and Society, Aarhus University, Denmark)Section Three: The Temporality of DesignFrom Description to Correspondence: Anthropology in Real Time Caroline Gatt and Tim Ingold (Department of Anthropology, University of Aberdeen, UK)Conceptions of Innovation and Practice(S) of Inhabiting Indoor Climate - Wendy Gunn (Mads Clausen Institute, University of Southern Denmark) and Christian Clausen (Spire, University of Southern Denmark, and Danish Technical University) Ethnographies of the Possible - Joachim Halse (The Royal Danish Academy of Fine Arts, School of Design)Section Four: The Relationality of DesignGenerating 'Publics' Through Design Research - Brendon Clark (Interactive Institute, Stockholm, Sweden)Bridging Disciplines and Sectors: An Industry-academic Partnership in Design Anthropology - Christina Wasson and Crysta Metcalf (Department of Anthropology, University of North Texas and Motorola Mobility Inc., USA) Decolonizing Design Innovation: Design Anthropology, Critical Anthropology and Indigenous Knowledge - Elizabeth (Dori) Tunstall (Faculty of Design, Swinburne University of Technology, Australia)EpilogueEthnography and Design, Ethnography in Design--
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On January 26th, 1990, Chile signed the Convention on the Rights of the Child (CRC), ratified by the General Assembly of the United Nations Organization in 1989. The CRC is composed of 54 articles that reflect the fundamental rights of children , grouped into 4 categories: right to survival, right to development, right to protection and right to participation. The latter constitutes the framework of governmental actions to promote spaces where children can express their opinions, practice democracy and citizenship, and be heard and respected in their proposals in order to generate a culture of participation and inclusion. The exercise of this right allows the development of autonomy and citizenship in childhood, with school being the ideal context for daily practice of participation. In this article a revision of the CRC is carried out to establish the framework in which the concepts of participation and childhood are developed. Next, the public policies developed to exercise the right to participation in Chilean educational institutions are analyzed. The purpose of this article is to contribute to the questioning and visibility of practices related to participation in childhood in educational contexts, in the perspective of contributing to the construction of a culture where childhood and youth are seen as valid others, opinion sovereign and, therefore, active subjects within our society. ; El 26 de enero de 1990, Chile suscribe la Convención sobre los Derechos del Niño (CDN), ratificada por la Asamblea General de la Organización de las Naciones Unidas en 1989. La CDN está compuesta por 54 artículos que recogen los derechos fundamentales de la infancia, agrupados en 4 categorías: derecho a la supervivencia, derecho al desarrollo, derecho a la protección y derecho a la participación. Este último constituye el marco de las acciones gubernamentales para fomentar espacios donde los/as niños/as puedan opinar, practicar la democracia, la ciudadanía, así como ser oídos/as y respetados/as en sus planteamientos de ...
Atualmente, o desafio que a educação nos lança reveste-se de um cariz tão alargado quanto a própria definição do termo. Pensá-la para melhor poder intervir nas múltiplas tarefas que esta nos atribui, enquanto professores, representa um esforço de atualização e adaptação constante com o intuito de encontrar ferramentas de prevenção, deteção e resolução das mais variadas questões com ela relacionadas. Nesse sentido, o presente trabalho toma por base uma realidade educacional – a do ensino artístico, na vertente do ensino vocacional da música – que, sendo ainda um pouco desconhecida por parte da população em geral e em certa medida até pelas próprias entidades que a gerem, funciona como um reservatório de experiências de ensino e de aprendizagem transversais a toda uma gama de relações interpessoais que são dignas de ser analisadas à luz de um quadro científico rigoroso. A premência da investigação reside na tomada de consciência enquanto docente do Conservatório Regional de Música de Viseu "Dr. Azeredo Perdigão", relativamente ao facto de, nos últimos anos, este setor de ensino ter sofrido alterações várias sob a alçada de um projeto global de massificação do ensino da música, desenhado pelo governo que liderou Portugal até ao ano de 2011. Sendo parte integrante desta extensa engrenagem, vejo-me aliciado a analisar a realidade específica da minha escola, bem como o quadro sócio-organizativo desta, a partir de uma teorização em torno de temáticas lançadas pelos investigadores da área específica das Ciências da Educação. Assim, o que se realça, numa primeira fase, é a necessidade de analisar a própria tipologia de escola, nomeadamente o tipo de conceção que lhe assiste e em que medida esse suporte científico pode ou não trazer melhorias em todos os processos adjacentes à realidade da escola. Considerando-a uma construção sociocomunitária, a escola é um espaço onde se movem diferentes atores, cada um deles com papéis diferenciados e comportamentos expectáveis. Procurando afastar a ideia da escola enquanto locus de reprodução das desigualdades sociais, argumento este praticamente unânime ao nível da opinião pública, este trabalho presta ênfase à urgência de articular aquilo que é um saber sólido assente em rigorosas bases científicas, dentro de um contexto escolar relacional favorável, às valências de toda uma comunidade que a suporta e constrói no dia a dia. Ou seja, coloca-se a tónica na premência de colocar a escola ao serviço das comunidades locais, numa lógica de complementaridade. Igualmente no caso do Conservatório Regional de Música de Viseu, este caminho é a forma mais passível de se atenuar uma certa tendência para a elitização do ensino vocacional da música e de se atingir a real e efetiva participação do Conservatório na construção de uma identidade própria, paralela ao estímulo que tal significará no plano do reforço da identidade local. Naturalmente, esta via não pode surgir sem que outro dos pilares teóricos aqui dissecado tenha uma maior efetividade. Tal é a autonomia das escolas, um item que demora ainda a sair de um quadro puramente legal para um plano de ação concreta. Uma escola que não pode planear a sua própria ação, o que pode passar por ações várias como a própria contratação de profissionais do corpo docente, é uma escola enfraquecida sob o ponto de vista da sua eficácia. No que toca ao Conservatório, este aspecto é particularmente visível, ainda que no pólo oposto, uma vez que a relativa autonomia que possui tem-lhe permitido, desde a sua fundação em 1985, uma aproximação sólida e gradual à comunidade em que se insere, transferindo a sua própria cultura de escola para um plano extra-escolar. Tal como os alunos são avaliados, também a escola que os forma o deve ser. Porém, essa avaliação deve ter o intuito de detetar os problemas e apontar soluções, o que se afasta da vulgar ideia subjacente à avaliação de desempenho. Só assim se poderá saber se estamos ou não na presença de uma escola que é eficaz, à imagem daquilo que o movimento das escolas eficazes propõe. A dimensão das escolas, agora organizadas em mega-agrupamentos, tem cada vez mais um impacto negativo tanto no campo do trabalho dos professores como no dos alunos. É por isso de notar, com satisfação, que o Conservatório Regional de Música de Viseu soube conseguir crescer, sobretudo a partir do ano letivo 2007/08 (ano da entrada em vigor do novo regime articulado de frequência) com passos relativamente seguros, o que demonstra que a sua autonomia e o tipo de cultura de escola que incorpora (à imagem de uma escola de pequena dimensão) vêm ao encontro das necessidades da sua própria atualização. Embora seja hoje um pouco diferente do que era até 2007, o Conservatório mantém um corpo docente e discente que tenta a todo o custo instituir toda uma cultura adjacente a um projeto comum de luta pelo ensino da música. A unidade da escola advém de um núcleo alargado de colaboradores que agem em prol da escola, porque a sentem como sua. E, poder-se-á dizer, esse sentimento de pertença é atualmente aquilo de que mais carece a esmagadora das escolas, sejam estas do ensino regular ou vocacional. Nesta escola, o professor ainda consegue ter espaço para sonhar e viver apaixonadamente a sua profissão numa perspetiva de aprendizagem e partilha, entre colegas e alunos, constante. O presente trabalho propõe algumas formas de ação que se situam quase num plano de prevenção e correção de pequenos problemas que se prendem com a relativa debilidade da estrutura administrativa, salvaguardando no entanto a mais valia funcional do Conservatório Regional de Música de Viseu. ; Actuellement, le défi de l'éducation est de lancements de nature plus large que la définition même du terme. Jugeant préférable d'être en mesure d'intervenir dans les multiples tâches que nous assigne, en tant qu'enseignants, est un effort de mise à jour et d'adaptation afin de trouver des outils pour la prévention, détection et résolution de plusieurs questions liées à elle. En ce sens, le présent travail est basé sur une réalité de l'éducation – l' éducation artistique, dans la composante de l'enseignement vocationnelle de la musique – qui, cependant encore peu connu par la population générale et dans une certaine mesure par les entités mêmes qui la gèrent, agit comme un réservoir d'expériences d'enseignement et d' apprentissage dans toute la gamme des relations interpersonnelles qui méritent d'être analysés à la lumière d'un cadre scientifique rigoureux. L'urgence de la recherche réside dans une prise de conscience, de ma part et en tant que professeur du Conservatório Regional de Música de Viseu "Dr. Azeredo Perdigão", pour ce qui concerne le fait que, durant les dernières années, le secteur de l'éducation a subi plusieurs changements sous l'égide d'un projet global pour l'éducation de masse de la musique, conçu par le gouvernement qui a dirigé le pays jusqu'à 2011. Faisant partie de ce vaste engrenage, je suis porté à analyser la réalité spécifique de mon école ainsi que son cadre socio-organisationnelle, à partir d'une théorisation des questions lancées par les chercheurs dans le domaine des sciences de l'éducation. Par conséquent, ce qui est destiné à mettre en évidence, d'abord, est la nécessité d'analyser la typologie même de l'école, en particulier son type de conception et dans quelle mesure ce soutien scientifique peut ou non apporter une amélioration dans tous les processus adjacent à la réalité de l'école. Considérant l'école une construction sociocommunautaire, on la classifie comme un lieu où ils se déplacent divers acteurs, chacun avec différents rôles et comportements attendus. En regardant au loin l'idée de l'école comme un lieu de reproduction des inégalités sociales, ce qui est un argument commun, ce travail met l'accent sur l'urgence d'articuler ce qui est un bon savoir fondée sur une base scientifique rigoureuse, à un cadre de valences de toute une communauté qui soutient et renforce l'école de jour en jour. Autrement dit, il y a un accent mis sur l'urgence de mettre l'école au service des communautés locales, dans une logique de complémentarité. Dans le cas du Conservatório Regional de Música de Viseu, ce chemin est aussi le plus susceptible d'atténuer une certaine tendance à l'élitisme de l'enseignement vocationnelle de la musique et de parvenir à une participation réelle et effective du Conservatório à la construction de son propre identité, parallèlement à la relance que cela signifie en termes de renforcement de l'identité locale. Naturellement, cet itinéraire ne peut survenir sans l'efficacité d'un autre des piliers théoriques ici disséqué. Telle est l'autonomie des écoles, un élément qui prend encore du temps a sortir d'un cadre purement juridique en vue d'un plan d'action concret. Une école qui ne peut pas planifier sa propre action, ce qui peut passer par différentes actions telles que l'embauche de ses professionnels, est une école affaiblie du point de vue de son efficacité. En ce qui concerne le Conservatório, cet aspect est particulièrement visible, mais à l'opposé, puisque l'autonomie relative qui lui a permis d'avoir, depuis sa fondation en 1985, une approche solide et progressive à la communauté dans laquelle il opère, faisant le transfert de sa propre culture scolaire pour un plan extra scolaire. Tels que les étudiants sont évalués, également l'école le doit être. Cependant, cette évaluation doit détecter les problèmes et trouver des solutions, ce qui s'éloigne de l'idée commune derrière l'évaluation des performances. C'est alors seulement que nous pouvons savoir si on est en face d'une école qui est efficace ou non, à l'image de ce que le mouvement des écoles efficaces propose. La taille des écoles, désormais organisé en méga-groupes, a un impact de plus en plus négatif à la fois sur le champ de travail des enseignants que des élèves. On constate donc avec satisfaction que le Conservatório de Música de Viseu a pu se développer, en particulier depuis l'année scolaire 2007/08 (année d'entrée en vigueur du nouveau régime de fréquence articulé) selon des étapes solides, ce qui démontre que son autonomie et le type de culture scolaire qui incorpore (à l'image d'une petite école) viennent pour répondre aux besoins de leur mise à jour. Bien qu'il soit un peu différent aujourd'hui de ce qu'il était encore en 2007, le Conservatório a un corps de professeurs et d'étudiants qui essaie à tout prix de perpétrer toute une culture adjacente à un projet commun de lutte pour l'éducation musicale. L'unité de l'école vient d'un noyau de collaborateurs qui agissent au nom de l'école, parce qu'ils la voient comme la sienne. On peut dire que le sentiment d'appartenance est ce qui manque à la plupart les écoles, soient-elles issue de l'enseignement régulier ou vocationnelle. Dans cette école, l'enseignant peut encore rêver et vivre passionnément son métier selon une perspective d'apprentissage et de partage constants, entre collègues et étudiants. Cet article propose quelques formes d'action qui se trouvent plutôt sur un plan de prévention et correction de problèmes mineurs qui ont trait à la relative faiblesse de la structure administrative, en préservant toutefois la fonction de gain du Conservatório. ; Currently, the challenge launched by education is as wide as the very definition of the term. Thinking it best to be able to intervene in the multiple tasks that education assigns us, as teachers, represents an effort to update and constantly adapt in order to find tools for prevention, detection and resolution of various issues related to it. In this sense, the present work is based on the reality of a less known education - the art education, specifically the musical vocational education - which is still somewhat unknown by the general population and to some extent even by the very entities that administrate it. This particular reality acts as a reservoir of experiences of teaching and learning across the whole range of interpersonal relationships and consequently deserves to be analyzed in the light of a rigorous scientific framework. The urgency of this research lies in the awareness, while teaching at the Conservatório Regional de Música de Viseu " Dr. Azeredo Perdigão", regarding the fact that, in recent years, the education sector has undergone several changes under the umbrella of a global project for mass education of music, designed by the government that led Portugal till 2011. Being part of this extensive gear, I am induced to analyze the specific reality of my school, as well as its social and organizational features, theorizing from issues launched by researchers in the field of educational sciences. Initially, the enhance is put in the need to analyze the very type of school, particularly the kind of design that is being considered and to what extent this scientific support may or may not lead to improvements in all processes adjacent to the reality of school. Considering it as a socio-communitarian construction, school is a place where different actors, each one with different roles and behaviors expected, move. Looking away from the idea of school as a locus of reproduction of social inequalities, this argument virtually unanimous in terms of public opinion, this work lends emphasis to the urgency of articulating what is a sound knowledge based on rigorous scientific basis, within a favorable relational school context, to the valences of an entire community that supports and builds it day by day. That is, there is the stress on the urgency of putting the school at the service of local communities, in complementarity logic. Also in the case of the Conservatório Regional de Música de Viseu, this path is the most likely to mitigate a certain tendency toward elitism of the vocational education of music and to achieve real and effective participation of the Conservatório in building is own identity, parallel to the stimulus that this will mean in terms of strengthening the local identity. Naturally, this route cannot arise without a greater effectiveness of another theorical pillar discussed here. Such is the autonomy of schools, an item that is taking time to move away from purely legal framework to a concrete action plan. A school that cannot plan is own action, which can go through various actions such as hiring its own professionals, is a weakened school from the point of view of effectiveness. Regarding the Conservatório, this is particularly visible, albeit at the opposite pole, since the relative autonomy it possesses has allowed it to have, since its foundation in 1985, a solid and gradual approach to the community in which it operates, transferring is own school culture to the whole social plan about. As students are assessed, also the school that educates them should be. However, this assessment should be taken in order to detect problems and identify solutions, which departs from the common idea behind the performance evaluation. Only then we can know whether or not we are in the presence of a school that is effective, in the light of what the effective schools movement proposes. The size of the schools, now organized into mega-clusters, has an increasingly negative impact both on the field of the teachers' and the students' work. It is therefore noted with satisfaction that the Conservatório Regional de Música de Viseu has been able to grow, especially since the school year 2007/08 (when the new frequency articulated regime entered into force) with relatively safe steps, which demonstrates that its autonomy and the type of school culture it incorporates (as in the image of a small school) come to meet the needs of its own update. Although it is a little different today than it was until 2007, the Conservatório has a faculty and student body who tries at all costs to establish a culture adjacent to a joint project of fighting for music education. The unit of the school comes from a core range of collaborators who act on behalf of the school, because they feel it like theirs. And it may be said that this sense of belonging is what currently lacks the more in the majority of the schools, whether from regular or vocational type. In this school, the teacher still has room to dream and live passionately his profession in a perspective of constant learning and sharing, among colleagues and students. This paper proposes some forms of action that lie almost in a plane prevention and correction of minor problems due to the relative weakness of the administrative structure, preserving however the gain function of the Conservatório Regional de Música de Viseu.
