Search results

The organizational management of an academic institution is the articulation axis responsible for the development of every school organizational structure. The way that it is characterized identifies the school. This research has the objective to introduce a more integrated vision about culture, structure and school organization. Thus, it is perceptible the great attributions and changes that add to the management thinking about it from that profile and its social context. The theoretical framework had a wide scope in terms of the management as a whole, the conceptions that emerged and continue to emerge within the historical context, the confrontation between the different profiles and the people involved in school and with the school culture, since the target of this management, is flexibility, exercise of independence, innovations, the sharing, the participation and the adhesion to the aggregate work, considering these variables among others as springs that sustain and assure the exercise of the democratic management. Therefore, it comes to conclusion that a management with communication has a great responsibility of being a differential in education, for its characterization as a school with continuing transformation, where the changes are procedural, due to various competences that describe the management. Without forgetting that along with this management, there is also the presence of several tendencies and studies related to the management, characterized by the school culture and the diversity of knowledge, values, beliefs and experiences

This article aims to analyze how the distrust of a significant portion of Brazilians both in their democratic institutions and in relation to democracy itself, influenced or the election of President Jair Bolsonaro. For this, we conducted a bibliographic research, using institutionalist and, especially, culturalist theories. Thus, we perceive as possible explanatory factors, on the one hand, the recent Brazilian democracy that preserves traces of the dictatorial past in its political culture. On the other hand, as distortions between the functioning of democratic institutions, in a context of incentive to "delegative democracies", which "guides" part of the citizens to identify themselves with charismatic leaders who present themselves as outsiders within this discredited political system. In the scenario in which the media played a central role in electoral disputes.

Leonardo Bruni (1370-1444), chancellor and historian, is the author of one of the main praises of the city of Florence of this period. In writing to Laudatio florentinae urbis (1403-1404), the humanist describes Florence and its government as a well-ordered, beautiful, wholesome, free and participatory city. The paper analyzes this text not only as a rhetorical piece, but highlights the republican ideals of freedom, self-government and citizenship. From an institutional point of view, Laudatio offers the foundations of mixed government, which would become a central aspect of Renaissance republicanism. From the ancients, Bruni removes the idea of the division of powers from the classic triad monarchy, aristocracy and democracy, with the separation of functions in each of these pure forms. Bruni points out that both aspects of antiquity can be found in the Florentine institutions of his time, in such a way that he observes in the historical fact the realization of an ancient political theory, complementing, therefore, the idealization of the city.

Objective: the objective was to characterize the prevalence of smoking among students of an IES. Method: this is
a quantitative study conducted in the city of Cajazeiras - Paraiba in an IES between February and December
2010. The sample consisted of 248 students of the courses offered by healthcare education institution studied.
Data were collected through questionnaire, after the signing of the agreement by the participants. Results: it
was observed the following percentage of smokers among the students researched courses: 5.6% nursing,
physiotherapy and pharmacy 4.5% 5.6%. The rate of ex-smokers identified among students was: 19% nursing,
physiotherapy and pharmacy 9.1% 17%. Conclusion: the rate of students of IES smokers demands the adoption of
pedagogical strategies that illustrate the harm from tobacco use.

The public debate, policy agents and stakeholders, and academic research brought to the center of the debate the issue of internationalization of higher education. Along with questions about what (and how) should be taught, the definition and measure of teaching and learning quality, the equity and diversification on Higher Education Institutions, a discussion emerges as to the meanings of internationalization trends and models in higher education. What does internationalization mean? Are there any measures or methodological parameters to assess it? What institutional models become dominant in the internationalization processes? Did internationalization increase the importance of science for the autonomy of academic institutions? Does knowledge diplomacy effectively contribute to institutional strengthening? Are there global and local policies and strategies for internationalization? How do they work? How do they connect to democratization of higher education? Which are the main agents in the internationalization processes: are they professors, researchers, staff, students, or other stakeholders? These questions form an entire research program. Some of them are already discussed in the dossier articles. Others are only outlined, indicating new directions for studies in this area. O debate público, os agentes políticos e a pesquisa acadêmica trouxeram para o centro do debate a questão da Internacionalização do Ensino Superior. Juntamente com perguntas sobre o que (e como) deve ser ensinado, a definição e a medida da qualidade do ensino e da aprendizagem, a equidade e diversificação nas instituições de Ensino Superior, emergem a discussão sobre os significados das tendências e modelos de internacionalização no ensino superior. O que significa Internacionalização? Existem medidas ou parâmetros metodológicos para avaliá-lo? Quais modelos institucionais se tornam dominantes nos processos de internacionalização? A internacionalização aumentou a importância da ciência para a autonomia das instituições acadêmicas? A diplomacia do conhecimento contribui efetivamente para o fortalecimento institucional? Existem políticas e estratégias globais e locais para internacionalização? Como eles funcionam? Como eles se conectam à democratização do ensino superior? Quais são os principais agentes nos processos de internacionalização: professores, pesquisadores, funcionários, estudantes ou outras partes interessadas? Essas perguntas formam um programa de pesquisa inteiro. Alguns deles já são discutidos nos artigos do dossiê. Outros são apenas delineados, indicando novas direções para estudos nessa área. ; The public debate, policy agents and stakeholders, and academic research brought to the center of the debate the issue of internationalization of higher education. Along with questions about what (and how) should be taught, the definition and measure of teaching and learning quality, the equity and diversification of Higher Education Institutions, a discussion emerges as to the meanings of internationalization trends and models in higher education. What does internationalization mean? Are there any measures or methodological parameters to assess it? What institutional models become dominant in the internationalization processes? Did internationalization increase the importance of science for the autonomy of academic institutions? Does knowledge diplomacy effectively contribute to institutional strengthening? Are there global and local policies and strategies for internationalization? How do they work? How do they connect to the democratization of higher education? Which are the main agents in the internationalization processes – are they professors, researchers, staff, students, or other stakeholders? These questions form an entire research program. Some of them are already discussed in the dossier articles. Others are only outlined, indicating new directions for studies in this area. O debate público, os agentes políticos e a pesquisa acadêmica trouxeram para o centro do debate a questão da internacionalização do ensino superior. Juntamente com perguntas sobre o que (e como) se deve ensinar, a definição e a medida da qualidade do ensino e da aprendizagem, a equidade e diversificação nas instituições de Ensino Superior, emerge a discussão sobre os significados das tendências e modelos de internacionalização no ensino superior. O que significa internacionalização? Existem medidas ou parâmetros metodológicos para avaliá-la? Quais modelos institucionais se tornam dominantes nos processos de internacionalização? A internacionalização aumentou a importância da ciência para a autonomia das instituições acadêmicas? A diplomacia do conhecimento contribui efetivamente para o fortalecimento institucional? Existem políticas e estratégias globais e locais para internacionalização? Como elas funcionam? Como elas se conectam à democratização do ensino superior? Quais são os principais agentes nos processos de internacionalização – são professores, pesquisadores, funcionários, estudantes ou outras partes interessadas? Essas perguntas formam um amplo programa de pesquisa e algumas delas já são discutidas nos artigos deste dossiê. Outras são apenas delineadas, indicando novas direções para estudos nessa área.