Suchergebnisse

Objetivo: Identificar los determinantes sociales en el rendimiento académico en un grupo de escolares del municipio de Cúcuta, Colombia. Metodología: Estudio cuantitativo-descriptivo, realizado en una institución educativa de la ciudad de Cúcuta, Colombia, durante el periodo de julio de 2013 a julio de 2014. Se utilizó el instrumento Determinantes sociales y rendimiento académico en escolares, 2013, al cual se le realizaron pruebas de contenido y de confiabilidad; está constituido por tres dimensiones de la siguiente manera: una primera que agrupa Determinantes Intermediarios, una segunda referente a Rendimiento Académico y una tercera que identifica Determinantes Estructurales. El instrumento posee un Alpha de Cronbach global de α = 0,701.Resultados: Se identificaron los determinantes sociales que interfieren en el logro académico de los escolares. Estos incluyen tanto los de tipo personal, especialmente en relación con el estado nutricional pues se evidencia tendencia de crecimiento descendente en estudiantes con repitencia escolar, así como algunos relacionados con el entorno familiar, político y social.Conclusiones: Es necesario promover acciones conjuntas interdisciplinares centradas en el diseño, seguimiento y evaluación de programas ofertados a los niños en los diferentes entornos, enfocándose en poblaciones con determinantes sociales deficientes. Se evidencia además la necesidad de aportar desde la investigación a la creación de políticas públicas pertinentes dirigidas a esta población para el mejoramiento de circunstancias que favorezcan los logros educativos y adecuadas condiciones de salud. ; Objective: To identify the social determinants in academic achievement in a group of schoolchildren from the municipality of Cúcuta, Colombia.Methodology: Quantitative-descriptive study, carried out at an educational institution in the city of Cúcuta, Colombia, from July 2013 to July 2014. The instrument Social Determinants and Academic Achievement in Schoolchildren, 2013, was used. Conducted content and reliability tests; Is constituted by three dimensions as follows: a first one that includes Intermediate Determinants, a second one referring to Academic Performance and a third that identifies Structural Determinants. The instrument has a global Cronbach Alpha of α = 0.701.Results: Social determinants that interfere in the academic achievement of schoolchildren were identified. These include both the personal type, especially in relation to the nutritional status, since there is evidence of downward growth in students with repeated schooling, as well as some related to the family, political and social environment.Conclusions: It is necessary to promote joint interdisciplinary actions focused on the design, monitoring and evaluation of programs offered to children in different settings, focusing on populations with poor social determinants. In addition, it is evident the need to contribute from research to the creation of public policies aimed at this population for the improvement of circumstances that favor educational achievements and adequate health conditions. ; Objetivo: Identificar os determinantes sociais no desempenho acadêmico em um grupo de escolares no município de Cúcuta, Colômbia.Metodologia: Estudo descritivo quantitativo, realizado em uma instituição de ensino na cidade de Cúcuta, Colômbia, durante o período de julho de 2013 a julho de 2014. O instrumento Determinantes Sociais e Desempenho Acadêmico na escola de 2013 foi utilizado, para este instrumento foram realizados testes de conteúdo e confiabilidade; consiste em três dimensões, como se segue: um primeiro agrupamento Determinantes para o Intermediário, um segundo em relação ao Desempenho Académico e uma terceira identificação de Determinantes Estruturais. O instrumento tem um alfa de Cronbach global de α = 0,701.Resultados: Determinantes sociais que interferem no rendimento escolar dos estudantes foram identificados. Estes incluem tanto de tipo pessoal, especialmente em relação ao estado nutricional pois se evidencia tendência de crescimento descendente nos alunos com repetência escolar, bem como algumas relacionadas à família, ambiente político e social.Conclusões: É necessário promover ações conjuntas interdisciplinares centradas no desenho, monitoramento e avaliação de programas oferecidos às crianças em diferentes contextos, focadas em populações com determinantes sociais deficientes. Além disso, é evidenciada a necessidade de contribuir a partir de pesquisa à criação de políticas públicas voltadas para essa população para melhorar as circunstâncias que favoreçam as metas educativas e as adequadas condições de saúde.

Abstract. The topic of globalization and education is explored by many Russian scientists. Their publications can be divided into main 3 groups: 1) where the publications focus on the phenomenon of globalization, its attractors that determine the main tendencies of education development; 2) relations between globalization and education are explored in the context of negative and positive results; 3) improvement in the quality of national education as a necessary response to the challenges and risks of globalization. Different scientific views have led to ambiguity when rendering the notion competitiveness of education. The competitiveness of education is one of the elements of market relations and must be investigated from this point of view. The research methodology assumes socio-cultural approach when personality is considered to be connected with society and culture as a set of values and standards. The authors applied diachronic method that explores phenomena in their chronological sequence. The paper analyzes the following aspects of education competitiveness: the problem of the definition the concept "education competitiveness"; globalization of education and competition in education; the problem of national education competitiveness; the problem of staff training quality; multipolar world and education system. The author argues that education competitiveness is one of the most important characteristics of national education that is regulated by pedagogical laws (the problem of goal setting and quality of students training), political methods (cronyism, discrimination and segregation) and economic methods (damping policy of the exporters of educational service at the external market of educational service). Universities rating presses the competitors as well as they are made by international independent information agencies that belong to the developed countries. The level of industrial and economic development and the system of values in Russia influence the competitiveness of national education at the internal market. The author outlines the necessity to develop organizational, economic, political and pedagogical measures in order to increase the competitiveness of national education. The author sees the strategic goal of this modernization in building national educational space that greatly contributes to multipolar world. ; Аннотация. Тема глобализации и образования рассматривается многими отечественными авторами. Эти публикации легко объединяются в три основные группы: 1) основной акцент делается на самом феномене глобализации, его аттракторах, детерминирующих основные тренды развития современного образования; 2) взаимосвязь глобализации и образования рассматривается в контексте положительных и негативных ее последствий; 3) повышение качества отечественного образования как необходимый ответ на вызовы и возникающие при этом риски глобализации. Однако дисциплинарная разобщенность исследователей привела к неопределенности при экспликации понятия конкурентоспособности образования. Конкурентоспособность образования, будучи сложным образованием, является одним из элементов рыночных отношений, вне которых ее изучение является нецелесообразным. Методологическую основу нашего исследования составил социально-культурный подход, при котором личность рассматривается связанной с обществом системой отношений и культурой как совокупностью ценностей и норм. Также широко использовался диахронический метод, предполагающий изучение явлений в их временной последовательности. В статье подробно проанализированы следующие аспекты конкурентоспособности образования: проблема дефиниции понятия «конкурентоспособность образования»; глобализация образования и конкуренция в сфере образования; проблема конкурентоспособности отечественного образования; проблема качества подготовки специалистов; многополярный мир и система образования. Автор утверждает, что конкурентоспособность образования является одной из важнейших характеристик национальной системы образования, регулируемой законами педагогики (проблема целеполагания и качество профессиональной подготовки выпускников учебных заведений), методами политического (протекционизм, дискриминация, сегрегация) и экономического (демпинговая политика экспортеров образовательных услуг на внешнем рынке образовательных услуг) давления. Аналогичную функцию давления на конкурентов выполняют и рейтинги вузов, составляемые информационными агентствами экономически развитых стран. На внутреннем рынке на конкурентоспособность отечественного образования существенное влияние оказывает уровень развития отечественного производства и экономики и господствующая в обществе система ценностей. Для повышения конкурентоспособности отечественного образования нужна система мер организационного, политического, экономического и педагогического характера. Стратегической целью такой модернизации российского образования следует считать формирование собственного образовательного пространства, без которого реализация идеи многополярного мира невозможна.

The article describes the geographical features and trends of emigration of Russian citizens to the countries of Southeast Asia on the basis of a comparative analysis of domestic and foreign statistics. The results of sociological research in these countries have been used: interviews with experts and migrant citizens of various countries of the former USSR who live or stay in Southeast Asia for more than six months. In the course of the study, a comprehensive methodology was developed and the degree of favorableness of the migration and visa regimes of the Southeast Asian countries for Russian citizens has been assessed for a number of characteristics. Factors attracting Russian citizens to the countries of the region in the context of the migration theory of the factors of "pull and push" have been revealed. The socio-demographic structure of migration flows and the geographical features of the resettlement of Russian citizens in the Southeast Asian countries have been considered. The main channels of migration of Russian citizens to the region are given: temporary labor migration, migration for permanent residence, and tourism. Several groups of Russian-speaking migrants in the Southeast Asian countries have been singled out: migrants who have moved to permanent residence, as a rule, opened their own businesses; temporary migrant workers who work for several years in Southeast Asia, are tied to work and are planning to return to Russia after some time; temporary migrants who live in Southeast Asia for several months and periodically return to Russia; Russian women who married citizens of Thailand, Vietnam, Cambodia and other Southeast Asian countries – former students who studied in the USSR and Russia. On the basis of expert assessments, the types of migration and visa regimes of the countries of Southeast Asia for Russian citizens have been highlighted. Specifics of the formation of Russian-speaking communities in the countries of the region are established, including the specificity in the main countries – Thailand, Vietnam, Cambodia and Singapore. It has been determined that Russian-speaking communities are becoming an important social and economic phenomenon and influence the political relations of Russia with the countries of the region. ; В статье описываются географические особенности и тенденции эмиграции россий- ских граждан в страны Юго-Восточной Азии на основе сравнительного анализа отечественной и зарубежной статистики. Были использованы результаты социологических исследований в этих странах: интервью с экспертами и мигрантами из разных стран бывшего СССР, которые живут или находятся в Юго-Восточной Азии более шести месяцев. В ходе исследования была разработана комплексная методика и оценена степень благоприятности миграционного и визового режима стран Юго-Восточной Азии для российских граждан по ряду характеристик. Выявлены факторы, привлекающие российских граждан в страны региона в контексте миграционной теории факторов «выталкивания и притяжения». Рассмотрены социально-демографическая структура миграционных потоков и географические особенности расселения российских граждан в странах Юго-Восточной Азии. Описаны основные каналы миграции российских граждан в регион: временная трудовая миграция, миграция на постоянное жительство и туризм. Выделено несколько групп русскоговорящих мигрантов в странах Юго-Восточной Азии: мигранты, переехавшие на постоянное место жительства, как правило, открывшие свой бизнес; временные трудовые мигранты, которые работают в течение нескольких лет в Юго-Восточной Азии, привязаны к работе и планируют вернуться в Россию; временные мигранты, которые живут в Юго-Восточной Азии в течение нескольких месяцев и периодически возвращаются в Россию; русские женщины, которые вышли замуж за граждан Таиланда, Вьетнама, Камбоджи и других стран Юго-Восточной Азии – бывших студентов, обучавшихся в СССР и России. На основе экспертных оценок выделены типы миграционных и визовых режимов стран Юго-Восточной Азии для российских граждан. Установлена специфика формирования русскоязычных сообществ в странах региона, в том числе в Таиланде, Вьетнаме, Камбодже и Сингапуре. Установлено, что русскоязычные общины становятся важным социально-экономическим явлением и влияют на политические отношения России со странами региона.

Although educators are at the center of contentious high-stakes teacher accountability policies, we know very little about their attitudes toward these policies. This research gap is unfortunate because teachers are considered key actors in successful implementation of educational reforms. To what extent do the politics that accompany the introduction of high-stakes teacher accountability policies affect teachers' support for the policies themselves? To address this gap, we used data from an experimental survey of teachers in New Jersey (n=444), where a new reform—Teacher Effectiveness and Accountability for Children of New Jersey Act (TEACHNJ)—was signed into law in 2012 and implemented shortly after. The cornerstone of the reform is a new evaluation system that ties student performance on standardized tests to teachers' evaluation. We found that the majority of teachers oppose the new evaluation system. Teachers' attitudes were shaped by the politics of the key actors advocating for the policy, perceptions of implementation efforts, and beliefs in the potential outcome of the policy. Open-ended responses indicated that teachers question the validity of the evaluation system and are concerned about the negative intended and unintended consequences of the system. We conclude this paper by discussing the implications of these findings for policy studies and policymaking. ; Aunque los educadores están en el centro de las polémicas políticas de responsabilidad de los maestros, sabemos muy poco acerca de sus actitudes hacia estas políticas. Esta brecha de investigación es desafortunada porque los maestros son considerados actores clave en la implementación exitosa de las reformas educativas. ¿Hasta qué punto la política que acompaña a la introducción de políticas de responsabilidad de maestros de alto riesgo afecta el apoyo de los profesores a las políticas mismas? Para abordar esta laguna, utilizamos datos de una encuesta experimental de maestros en New Jersey (n = 444), donde una nueva reforma -La Ley de Eficacia y Rendición de Cuentas de los Maestros de Niños de New Jersey (TEACHNJ) poco después. La piedra angular de la reforma es un nuevo sistema de evaluación que vincula el desempeño de los estudiantes en las pruebas estandarizadas con las evaluaciones de los maestros. Encontramos que la mayoría de los maestros en nuestro estudio se oponen al nuevo sistema de evaluación. Las actitudes de los maestros fueron moldeadas por la política de los actores claves que abogaban por la política, las percepciones de los esfuerzos de implementación y las creencias en el resultado potencial de la política. Las respuestas abiertas indican que los docentes cuestionan la validez del sistema de evaluación y están preocupados por las consecuencias negativas y no intencionales del sistema. Concluimos este trabajo discutiendo las implicaciones de estos hallazgos para los estudios de políticas y la formulación de políticas. ; Embora os educadores estejam no centro das controvertidas políticas de responsabilidade dos professores, sabemos muito pouco sobre suas atitudes em relação a essas políticas. Esta lacuna de pesquisa é lamentável porque os professores são considerados protagonistas da implementação bem-sucedida de reformas educacionais. Em que medida a política que acompanha a introdução de políticas de responsabilidade de professores de alto risco afeta o apoio dos professores às próprias políticas? Para abordar esta lacuna, utilizamos dados de uma Pesquisa de Professores Experimentais em New Jersey (n = 444), onde uma nova reforma - Lei de Responsabilidade e Responsabilidade dos Professores de Nova Jersey (TEACHNJ) pouco depois. A pedra angular da reforma é um novo sistema de avaliação que relaciona o desempenho do aluno em testes padronizados com avaliações de professores. Achamos que a maioria dos professores em nosso estudo se opõe ao novo sistema de avaliação. As atitudes dos professores foram moldadas pela política dos principais atores que defendiam políticas, percepções de esforços de implementação e crenças sobre o resultado potencial da política. As respostas abertas indicam que os professores questionam a validade do sistema de avaliação e estão preocupados com as conseqüências negativas e não intencionais do sistema. Concluímos este artigo discutindo as implicações desses achados para estudos de política e elaboração de políticas.

Sixteen states have adopted school report card accountability systems that assign A-F letter grades to schools. Other states are now engaged in deliberation about whether they, too, should adopt such systems. This paper examines A-F accountability systems with respect to three kinds of validity. First, it examines whether or not these accountability systems are valid as a measure, that is, do these systems validly measure school quality? Second, it examines whether or not they are valid as a policy instrument. or, how far do A-F accountability systems fulfill the stated aims of their proponents—empowering parents, providing "simple" and "common sense" measures of educational quality, and so on? Finally, it examines whether or not A-F systems are valid as a democratic framework:, how well do these systems align with the broader goals of educating students for democratic citizenship and of incorporating parents and community members in democratic deliberation about policies for their public schools? The paper concludes that A-F accountability systems are invalid along each of these lines, and provides recommendations for democratically developing and implementing criteria for school assessment. ; Dieciséis estados han adoptado sistemas de rendición de cuentas de tarjetas de calificaciones escolares que asignan calificaciones de letra A-F a las escuelas. Otros estados ahora están involucrados en la deliberación sobre si ellos también deberían adoptar tales sistemas. Este documento examina los sistemas de rendición de cuentas de A-F con respecto a tres tipos de validez. Primero, examina si estos sistemas de rendición de cuentas son válidos como medida, es decir, ¿estos sistemas valen válidamente la calidad de la escuela? En segundo lugar, examina si son o no válidos como un instrumento de política. o, ¿hasta qué punto los sistemas de rendición de cuentas de A-F cumplen los objetivos declarados de sus defensores -apoderando a los padres, proporcionando medidas "simples" y de "sentido común" de calidad educativa, etc.? Finalmente, examina si los sistemas A-F son válidos como marco democrático: ¿qué tan bien se alinean estos sistemas con los objetivos más amplios de educar a los estudiantes para una ciudadanía democrática y de incorporar a padres y miembros de la comunidad en una deliberación democrática sobre las políticas para sus escuelas públicas? El documento concluye que los sistemas de rendición de cuentas A-F no son válidos a lo largo de cada una de estas líneas y ofrece recomendaciones para desarrollar y aplicar criterios democráticamente para la evaluación escolar. ; Dezesseis estados adotaram sistemas de responsabilidade de cartões de nível escolar que atribuem notas de grau A-F às escolas. Outros estados estão agora envolvidos na deliberação sobre se eles também devem adotar tais sistemas. Este artigo examina os sistemas de responsabilização da A-F em relação a três tipos de validade. Em primeiro lugar, examina se esses sistemas de prestação de contas são válidos como medida, ou seja, esses sistemas são válidos para a qualidade da escola? Em segundo lugar, ele examina se eles são ou não válidos como uma ferramenta de política. ou, em que medida os sistemas de responsabilização da A-F atendem aos objetivos declarados de seus defensores - capacitando os pais fornecendo medidas "simples" e de "senso comum" de qualidade educacional, etc.? Finalmente, examina se os sistemas AF são válidos como um quadro democrático: quão bem esses sistemas se alinham com os objetivos mais amplos de educar estudantes para a cidadania democrática e incorporar os pais e membros da comunidade em uma deliberação democrática sobre as políticas para as escolas públicas? O documento conclui que os sistemas de responsabilização da A-F não são válidos ao longo de cada uma dessas linhas e fornece recomendações para desenvolver e aplicar critérios de forma democrática para avaliação escolar.

Introduction: In its recommendations of 2004, the ANAES publishes that the IUD is a mean of contraception which can be proposed to women no matter the gestite or the parity. Despite these clear recommendations, doubts regarding the IUD persist among both nulliparous, and some healthcare professionals who think wrongly that the nulliparity is a contraindication for the pose of an IUD.Objectives: The main objectives of the study are to determine if the recommendations of the HAS are applied by the healtcare professionals and to estimate the place of IUD to nulliparous. The second objective is to understand reluctances of nulliparous towards the IUD.Methods: Descriptive study of March 1st, 2016 and October 30th, 2016, realized with students nulliparous and healthcare professionals (gynecologists, midwives, general practitioners) in Aix-en-Provence and Marseille. Data were collected using two nameless questionnaires for each of the studied populations.Résults: 85% of gynecologists, 88,9% of midwives and 54,5% of general practitioners interrogated say to inform their young patients of possibilities to benefit of IUD ; nevertheless only 75% of gynecologists, 22,2% of midwives and 9,1% of general practitioners declare to pose IUD to nulliparous in their professionals practices. Regarding the nulliparous, results shown that the IUD is the second most used mean of contraception (12,1%) and generates 100% of satisfaction of its users. However, a lot of young women admit to be inadequately informed about IUD in the context of a gynecological follow-up and still express reservations –not always based- about this contraceptive.Conclusion: The size of our sample being weak we cannot generalize the results to a bigger population. However it seems necessary to overcome the lack of information about nulliparous and specifically throughout the development of governmental actions and the promotion of this practice toward the healthcare professionals in contraception. ; Introduction : Dans ses recommandations de 2004, l'Agence Nationale d'Accréditation et d'Évaluation en Santé (ANAES) publie que le Dispositif Intra-Utérin (DIU) est un moyen de contraception qui peut être proposé aux femmes quelques soit la gestité et la parité. Malgré tout, les aprioris relatifs au DIU persistent, aussi bien chez les nullipares que chez certains professionnels de santé qui pensent à tort que la nulliparité est une contre-indication à la pose d'un DIU.Objectifs : Les objectifs principaux de l'étude sont de déterminer si les recommandations de la Haute Autorité de Santé (HAS) sont mises en application par les professionnels de santé et d'évaluer la place du DIU chez les nullipares. L'objectif secondaire est d'apprécier les réticences des nullipares vis-à-vis du DIU.Matériels et méthode : Étude descriptive du 1er mars 2016 et le 30 octobre 2016, réalisée auprès d'étudiantes nullipares et de professionnels de santé (gynécologues, sages-femmes, médecins généralistes) sur Aix-en-Provence et Marseille. Les données ont été recueillies à l'aide de deux questionnaires anonymisés, spécifiques à chacune des populations étudiées.Résultats : 85 % des gynécologues, 88,9 % des sages-femmes et 54,5 % des médecins généralistes interrogés déclarent informer leurs jeunes patientes de la possibilité de bénéficier d'un DIU ; en revanche seulement chiffre 75 % de gynécologues, chiffre 22,2 % de sage femmes et 9,1 % de médecins généralistes déclarent poser des DIU aux nullipares dans leur pratiques professionnelles. Auprès des nullipares de l'étude, le DIU est le second moyen de contraception le plus utilisé (12,1 %) et génère 100 % de satisfaction de ses utilisatrices. Cependant un grand nombre de jeunes femmes s'avèrent être peu informées à son sujet dans le cadre d'un suivi gynécologique et ont encore beaucoup de réticences -pas toujours fondées- face à ce contraceptif.Conclusion : Le faible effectif de la population de l'étude ne nous permet pas de généraliser les résultats. Cependant il ressort qu'il semble nécessaire de pallier le manque d'information des nullipares notamment par la mise en place d'action des pouvoirs publics et de promouvoir la formation continue des professionnels de santé en termes de contraception.

Objective: To identify the social determinants in academic achievement in a group of schoolchildren from the municipality of Cúcuta, Colombia.Methodology: Quantitative-descriptive study, carried out at an educational institution in the city of Cúcuta, Colombia, from July 2013 to July 2014. The instrument Social Determinants and Academic Achievement in Schoolchildren, 2013, was used. Conducted content and reliability tests; Is constituted by three dimensions as follows: a first one that includes Intermediate Determinants, a second one referring to Academic Performance and a third that identifies Structural Determinants. The instrument has a global Cronbach Alpha of α = 0.701.Results: Social determinants that interfere in the academic achievement of schoolchildren were identified. These include both the personal type, especially in relation to the nutritional status, since there is evidence of downward growth in students with repeated schooling, as well as some related to the family, political and social environment.Conclusions: It is necessary to promote joint interdisciplinary actions focused on the design, monitoring and evaluation of programs offered to children in different settings, focusing on populations with poor social determinants. In addition, it is evident the need to contribute from research to the creation of public policies aimed at this population for the improvement of circumstances that favor educational achievements and adequate health conditions. ; Objetivo: Identificar los determinantes sociales en el rendimiento académico en un grupo de escolares del municipio de Cúcuta, Colombia. Metodología: Estudio cuantitativo-descriptivo, realizado en una institución educativa de la ciudad de Cúcuta, Colombia, durante el periodo de julio de 2013 a julio de 2014. Se utilizó el instrumento Determinantes sociales y rendimiento académico en escolares, 2013, al cual se le realizaron pruebas de contenido y de confiabilidad; está constituido por tres dimensiones de la siguiente manera: una primera que agrupa Determinantes Intermediarios, una segunda referente a Rendimiento Académico y una tercera que identifica Determinantes Estructurales. El instrumento posee un Alpha de Cronbach global de α = 0,701.Resultados: Se identificaron los determinantes sociales que interfieren en el logro académico de los escolares. Estos incluyen tanto los de tipo personal, especialmente en relación con el estado nutricional pues se evidencia tendencia de crecimiento descendente en estudiantes con repitencia escolar, así como algunos relacionados con el entorno familiar, político y social.Conclusiones: Es necesario promover acciones conjuntas interdisciplinares centradas en el diseño, seguimiento y evaluación de programas ofertados a los niños en los diferentes entornos, enfocándose en poblaciones con determinantes sociales deficientes. Se evidencia además la necesidad de aportar desde la investigación a la creación de políticas públicas pertinentes dirigidas a esta población para el mejoramiento de circunstancias que favorezcan los logros educativos y adecuadas condiciones de salud. ; Objetivo: Identificar os determinantes sociais no desempenho acadêmico em um grupo de escolares no município de Cúcuta, Colômbia.Metodologia: Estudo descritivo quantitativo, realizado em uma instituição de ensino na cidade de Cúcuta, Colômbia, durante o período de julho de 2013 a julho de 2014. O instrumento Determinantes Sociais e Desempenho Acadêmico na escola de 2013 foi utilizado, para este instrumento foram realizados testes de conteúdo e confiabilidade; consiste em três dimensões, como se segue: um primeiro agrupamento Determinantes para o Intermediário, um segundo em relação ao Desempenho Académico e uma terceira identificação de Determinantes Estruturais. O instrumento tem um alfa de Cronbach global de α = 0,701.Resultados: Determinantes sociais que interferem no rendimento escolar dos estudantes foram identificados. Estes incluem tanto de tipo pessoal, especialmente em relação ao estado nutricional pois se evidencia tendência de crescimento descendente nos alunos com repetência escolar, bem como algumas relacionadas à família, ambiente político e social.Conclusões: É necessário promover ações conjuntas interdisciplinares centradas no desenho, monitoramento e avaliação de programas oferecidos às crianças em diferentes contextos, focadas em populações com determinantes sociais deficientes. Além disso, é evidenciada a necessidade de contribuir a partir de pesquisa à criação de políticas públicas voltadas para essa população para melhorar as circunstâncias que favoreçam as metas educativas e as adequadas condições de saúde.

El presente es un estudio cualitativo por teorización, que discurre desde el planteamiento del problema de la lectura como recurso básico para la formación de ciudadanos a través de la educación. Se parte de la definición de la capacidad lectora, seguida de la revisión de las características generales del cerebro lector propuestas por Stalisnas Dehaene (2014), así como las revoluciones en los materiales y dispositivos utilizados para la escritura, además de los cambios en las formas de leer, desde las tablillas sumerias hasta las tecnologías digitales. Se plantea el proceso de Educación para el Desarrollo y los rasgos distintivos de la ciudadanía digital, que son: inmediatez en la producción, transmisión y recepción de mensajes; la interactividad entre receptor y productor; la multiautoría, que da nacimiento a "los prosumidores"; la accesibilidad del medio; la libertad de expresión; la democratización del acceso y la apropiación de un espacio público. Todo esto permite contextualizar las nuevas formas de lectura y los nuevos perfiles de lectores, así como generar los espacios virtuales de lectura en donde se forman comunidades de diálogo e intercambio. El estudio llega hasta los docentes y sus biografías lectoras, las cuales definen, en gran medida, su competencia para fomentar la lectura entre sus estudiantes y su capacidad de movilizarlos hacia la responsabilidad ciudadana a través de la lectura. ; The present is a qualitative study by theorizing; from the approach of the problem of reading as a basic resource for the formation of citizens through education. It starts from the definition of the readingcapacity; followed by the revision of the general characteristics of the reading brain proposed by Stalisnas Dehaene (2014); as well as the revolutions in the materials and devices used for the writing; besides the changes in the form of reading; from Sumerian tablets to digital technologies. The process of Education for Development and the distinctive features of digital citizenship are presented; which are: immediacy in the production; transmission and reception of messages; interactivity between receiver and producer; the multiauthoritarian; which gives birth to "the prosumers"; the accessibility of the environment; freedom of expression; the democratization of access and the appropriation of a public space. All this allows contextualizing new forms of reading and new profiles of readers; as well as thegeneration of virtual reading spaces where communities of dialogue and exchange are formed.The study reaches the teachers and their reading biographies; which largely define their competence to encourage reading among their students and their ability to mobilize them towards citizen responsibility through reading. ; O presente é um estudo qualitativo por teorização, que discorre a partir do problema da leitura como recurso básico para a formação de cidadãos através da educação. Parte-se da definição da capacidade de leitura, seguida pela visão das características gerais do cérebro do leitor propostas por Stalisnas Dehaene (2014), assim como as revoluções nos materiais e dispositivos utilizados para a escrita, além das mudanças nas formas de ler, desde as tabelas sumerianas às tecnologias digitais. Se esboça o processo de Educação para o Desenvolvimento e os traços distintivos da cidadania digital, que são: rapidez na produção, transmissão e recepção de mensagens; a interatividade entre receptor e produtor; a multi-autoria, que dá espaço aos "prosumidores"; a acessibilidade do meio; a liberdade de expressão; a democratização do acesso e a apropriação de um espaço público. Tudo isso permite contextualizar as novas formas de leitura e os novos perfis de leitores, assim como gerar os espaços virtuais de leitura a partir de onde se formam comunidades de diálogo e intercambio. O estudo chega aos docentes e suas biografias leitoras, as quais definem, em boa parte, sua competência para fomentar a leitura entre seus estudantes e sua capacidade de mobilizá-los no sentido de uma responsabilidade cidadã através da leitura.

В науковій статті розкрито актуальні та пріоритетні напрямки наукових досліджень у галузі юридичної техніки. Висвітлено загальнотеоретичні аспекти удосконалення державно-правового регулювання засобами юридичної техніки та технології. Обґрунтовано доцільність виявляти можливі способи використання засобів юридичної техніки, розробляти рекомендації щодо їх оптимізації та нормативного закріплення ; Legal technique contributes not only to the autonomy of specific legal branches, but also their integration, which is determined by the needs of developing the basic concepts of theoretical jurisprudence.The analysis of the results of scientific work of modern Ukrainian lawyers gives grounds to focus on four main types of legal technology and technology, namely: law-making, legal-system, legal and law-enforcement.The toolkit of legal technique is applied in all branches of law. With the help of techniques and means of legal technology, the degree of economy and the system of law increases. This is due to the complication of social life and the intensification of the specialization of the law. As a result, there is a clear distinction between sectoral norms.Given the priority of scientific research in the field of legal technology, the task of the scientific community is actualized – to identify possible ways of using legal means, to develop recommendations for their optimization and regulatory consolidation. All developments will be credited to the treasury of legal and technical knowledge, the content and scope of which for each representative of the legal profession will serve as a benchmark for the implementation of the most common and personalized legal tasks.On the subject of legal regulation are the rules of constitutional law, administrative, criminal, civil and many other fields of law. They share the qualitative homogeneity of regulated public relations. Taken together, the standards form the content of the corresponding fields of law. On this basis all the rules of law are also divided into: material (confirm the status of the parties involved and contain a specific rule of conduct in this particular situation); procedural (containing detailed instructions on the procedure for the practical implementation of the substantive law); conflict rule (taken with the aim of eliminating contradictions (collisions, collisions) between certain legal regulations, which determine the order of application of those or other norms).The study of legal techniques and legal rules of technology should be carried out through a combination of theoretical generalizations and industry practice. The implementation of the existing doctrinal material on the legal techniques and technology to knowledge and skills of students, and through them later in the legal realities of the Ukrainian state, should be achieved by the introduction in the last years of law schools of Ukraine normative discipline, "Legal technique and legal technology" and related courses in various specialization.It should be noted that the priority directions of the study include the problems of legal technology in all branches of law. In particular, it is possible to distinguish such issues as: problems of legal technology in the study of issues related to restrictions and prohibitions in civil law; law making mistakes of local self-government bodies; legal technique of fixing the method of committing a crime; the question of the optimal location of criminal-law material; administrative law-enforcement technique; the specifics of teaching methods of technical and legal peculiarities of legislation in the field of operative-search activity in higher educational institutions of the Ministry of Internal Affairs of Ukraine; the concept of legal technology in international law; legal technique of anti-corruption legislation; legal terminology (language) of law-enforcement acts of criminal-law content; a systematic approach to the use of opportunities of modern information technologies for the development of legal technology in the advertising sphere; methodological prerequisites for the formation of the theory of legal presumptions; specification of Ukrainian legislation on control over concentrations of business entities; problems of legal regulation of the institute of consumer co-operation and the importance of legislative technique in their solution; technical and legal defects in the legislative regulation of relations with the provision of personnel services as a factor inhibiting the development of the economy and destabilizing the legal field; technical and legal problems of argumentation in law and many others

В науковій статті розкрито актуальні та пріоритетні напрямки наукових досліджень у галузі юридичної техніки. Висвітлено загальнотеоретичні аспекти удосконалення державно-правового регулювання засобами юридичної техніки та технології. Обґрунтовано доцільність виявляти можливі способи використання засобів юридичної техніки, розробляти рекомендації щодо їх оптимізації та нормативного закріплення ; Legal technique contributes not only to the autonomy of specific legal branches, but also their integration, which is determined by the needs of developing the basic concepts of theoretical jurisprudence.The analysis of the results of scientific work of modern Ukrainian lawyers gives grounds to focus on four main types of legal technology and technology, namely: law-making, legal-system, legal and law-enforcement.The toolkit of legal technique is applied in all branches of law. With the help of techniques and means of legal technology, the degree of economy and the system of law increases. This is due to the complication of social life and the intensification of the specialization of the law. As a result, there is a clear distinction between sectoral norms.Given the priority of scientific research in the field of legal technology, the task of the scientific community is actualized – to identify possible ways of using legal means, to develop recommendations for their optimization and regulatory consolidation. All developments will be credited to the treasury of legal and technical knowledge, the content and scope of which for each representative of the legal profession will serve as a benchmark for the implementation of the most common and personalized legal tasks.On the subject of legal regulation are the rules of constitutional law, administrative, criminal, civil and many other fields of law. They share the qualitative homogeneity of regulated public relations. Taken together, the standards form the content of the corresponding fields of law. On this basis all the rules of law are also divided into: material (confirm the status of the parties involved and contain a specific rule of conduct in this particular situation); procedural (containing detailed instructions on the procedure for the practical implementation of the substantive law); conflict rule (taken with the aim of eliminating contradictions (collisions, collisions) between certain legal regulations, which determine the order of application of those or other norms).The study of legal techniques and legal rules of technology should be carried out through a combination of theoretical generalizations and industry practice. The implementation of the existing doctrinal material on the legal techniques and technology to knowledge and skills of students, and through them later in the legal realities of the Ukrainian state, should be achieved by the introduction in the last years of law schools of Ukraine normative discipline, "Legal technique and legal technology" and related courses in various specialization.It should be noted that the priority directions of the study include the problems of legal technology in all branches of law. In particular, it is possible to distinguish such issues as: problems of legal technology in the study of issues related to restrictions and prohibitions in civil law; law making mistakes of local self-government bodies; legal technique of fixing the method of committing a crime; the question of the optimal location of criminal-law material; administrative law-enforcement technique; the specifics of teaching methods of technical and legal peculiarities of legislation in the field of operative-search activity in higher educational institutions of the Ministry of Internal Affairs of Ukraine; the concept of legal technology in international law; legal technique of anti-corruption legislation; legal terminology (language) of law-enforcement acts of criminal-law content; a systematic approach to the use of opportunities of modern information technologies for the development of legal technology in the advertising sphere; methodological prerequisites for the formation of the theory of legal presumptions; specification of Ukrainian legislation on control over concentrations of business entities; problems of legal regulation of the institute of consumer co-operation and the importance of legislative technique in their solution; technical and legal defects in the legislative regulation of relations with the provision of personnel services as a factor inhibiting the development of the economy and destabilizing the legal field; technical and legal problems of argumentation in law and many others

У статті висвітлено питання впровадження інтерактивних методів навчання у полікультурній освіті майбутніх фахівців аграрної галузі на заняттях іноземної мови. Розкрито сутність інтерактивного навчання, його головну мету та завдання. Описано етапи реалізації інтерактивних методів у навчально-виховному процесі аграрного ВНЗ. Охарактеризовано специфіку групових і фронтальних форм організації полікультурної освіти під час співнавчання, побудованого на діалогічній основі. Детерміновано правила ведення дискусії. Проаналізовано функції та місце рольової гри у формуванні полікультурної компетентності майбутніх фахівців аграрної галузі на заняттях іноземної мови. ; В статье отражены вопросы внедрения интерактивных методов обучения в поликультурном образовании будущих специалистов аграрной отрасли на занятиях иностранного языка. Раскрыты сущность интерактивного обучения, его главная цель и задания. Описаны этапы реализации интерактивных методов в учебно-воспитательном процессе аграрного вуза. Охарактеризована специфика групповых и фронтальных форм организации поликультурного образования во время сообучения, построенного на диалогической основе. Детерминированы правила ведения дискуссии. Проанализированы функции и место ролевой игры в формировании поликультурной компетентности будущих специалистов аграрной отрасли на занятиях иностранного языка. ; Modern multicultural society arises new demands for professional training of future agrarians. Nowadays abilities to think critically, to build constructive interaction with foreign colleagues, to find understanding with ethnophors during foreign internship, to function effectively in quickly changeable reality, to master a foreign language fluently as a means of cross-cultural communication, to demonstrate tolerant attitude toward a foreign culture in the conditions of euro integration and globalization are required from graduates of the agrarian university. As a result, humanizing and democratization of the pedagogical process have acquired actualization in the system of higher agrarian education. It orientates teachers at abandoning an authoritarian style of educational activity organization and putting interactive teaching methods into practice of higher educational institutions.Realization of interactive teaching methods considerably increases educational motivation and enables successful forming future agrarians' multicultural competence by the foreign language's means thanks to permanent active interaction of all participants of the pedagogical process. Such interaction is collective, group or pair inter-studying, where a teacher and students are equal subjects of education. The use of interactive teaching methods eliminates prevailing of one participant over another, accordingly every expressed opinion on a concrete issue has the right to exist.The implementation of interactive teaching methods in future agrarians' multicultural education at foreign language classes envisages modelling of various socio-cultural situations, which represent the modern world's diversity, developing of the professionally-oriented role plays, universal search of decisions on the basis of the analysis of circumstances and a suitable communicative situation. The essence of interactive teaching reveals in permanent active interaction of the pedagogical process subjects. It appears as reciprocal studying, built on the dialogic basis, where a key role is played by free ideas exchange and polemic. Interactive is such method, in which a future agrarian functions as an active participant of multicultural education: talks, interacts, manages own development. It positively affects intrinsic motivation of the cognitive activity.Having conducted the research, we have found that application of interactive teaching methods has a positive influence on future agrarians' multicultural education at foreign language classes, cultivates their democratic world view, tolerant attitude toward ethnophors, people with different cultural values, customs, traditions, views, teaches to think critically and accept correct decisions in modern multicultural society.The article deals with the issue of the implementation of interactive teaching methods in future agrarians' multicultural education at foreign language classes. The essence of interactive teaching, its key objective and tasks have been considered. The stages of realizing the interactive teaching methods in a pedagogical process of agrarian higher educational institution have been described. The specificity of group and frontal forms of organizing the multicultural education while interactive studying, built on the dialogic basis has been characterized. The rules of conducting discussion have been determined. The functions and place of a role play in forming future agrarians' multicultural competence at foreign language have been analysed.

Der Monitor Digitale Bildung schafft erstmals eine umfassende und repräsentative empirische Datenbasis zum Stand des digitalisierten Lernens in den verschiedenen Bildungssektoren in Deutschland – Schule, Ausbildung, Hochschule und Weiterbildung.

Einsatz von digitalen Lernformen und Lernkonzepten an der Hochschule. Erfolgskonzepte und Herausforderungen beim Einsatz digitaler Lernmedien. Förderung benachteiligter Studentinnen und Studenten. Bewertung des digitalen Lernens. Eigene Vorbereitung auf die Lehre mit digitalen Medien.

Themen: 1. Technische Ausstattung: Für die Lehre an der Hochschule genutzte Medientechnik bzw. Hardware (Smartphone, Handy, Tablet, PC und Notebook, digitale Kamera, interaktives Whiteboard, Beamer, Sonstiges); ausreichendes WLAN an der eigenen Hochschule; Bewertung der technischen Ausstattung zum digitalen Lernen an der eigenen Hochschule.

2. Einsatz privater Geräte durch Studierende: Bewertung der Nutzung privater Geräte durch Studierende in den Veranstaltungen (wirkt störend, gut während der Veranstaltung einsetzbar, z.B. für Recherchen, fördert Betrugsmöglichkeiten, erhöht die Beteiligung, erhöht die Ablenkung durch E-Mails oder Social Media-Nutzung); eigene Haltung zur Nutzung privater Geräte durch Studierende in Veranstaltungen (grundsätzliches Nutzungsverbot, erlaubte Nutzung zu veranstaltungsbezogenen Zwecken, generelles Tolerieren der Nutzung in jeder Form, es gilt das generell erteilte Nutzungsverbot, keine Regelung).

3. Open Educational Resources - Angebotsformen von Lerninhalten: Kostenlos oder kostenpflichtig genutzte bzw. nicht genutzte Lernmaterialien und Lerntechnologien (Lern-Apps, Lernmanagementsysteme, z.B. Moodle oder ILIAS, digitale Lernressourcen, z.B. E-Books, Lernvideos, Software, z.B. Statistik- und Kalkulationsprogramme, Planspiele, Literaturverwaltungsprogramme, E-Assessmentsysteme, Prüfungssysteme); Meinung zu kostenlosen frei verfügbaren Lernangeboten (Open Educational Resources): Beurteilung der Qualität von OER-Angeboten fällt schwer, entlasten in der Vorbereitung der Lehre, fehlende Zeit, um passende Angebote zu suchen, bereichern eigene Veranstaltungen, keine passenden Angebote im eigenen Fachgebiet; eigene Lehrmaterialien werden anderen Lehrpersonen zur Verfügung gestellt; Form der Verbreitung eigener Materialien an andere Lehrpersonen (offen Frage).

4. Einsatz von digitalen Lernformen und Lernkonzepten: Eingesetzte Technologien und Anwendungen (Chat-Dienste, z.B. WhatsApp, digitale Präsentationstools, z.B. PowerPoint, digitale Texte (z.B. E-Books, PDF-Dokumente), digitale Lernspiele, Simulationen, Soziale Netzwerke, z.B. Facebook, Elektronische Tests oder Übungen, Foren, Communities, Blogs, Lern-Apps, Lernmanagementsysteme, MOOCs, Software, wie Statistik oder Konstruktionsprogramme, Office-Programme, z.B. Word, Excel, Cloud-Dienste, z.B. Google Drive, Dropbox, Video-angebote, z.B. YouTube, E-Portfolios, Response Systeme, Wikipedia oder andere Wikis, sonstige Anwendungen); Nutzung der vorgenannten digitalen Medien und Online-Dienste in Veranstaltungen, zur Lehrvorbereitung, zur Kommunikation mit Studierenden oder Kollegen, keine Nutzung oder unbekannt; Präferenzen im Hinblick auf ausgewählte Lernkonzepte und die didaktische Einbindung von digitalen Medien in die Lehre (z.B. Vortrag mit Lernvideos, Präsentationstools oder Einsatz von Whiteboard, Nutzung von PDF-Dokumenten oder E-Books für die Veranstaltungen, etc.); eigene Erfahrungen mit diesen (digitalen) Lernkonzepten und Bewertung; mit diesen digitalen Lernkonzepten gut zu erreichende Lernziele (reine Wissensvermittlung, Fertigkeiten vermitteln / Anwendung des Wissens, Sozialkompetenz fördern, Selbstständigkeit fördern bzw. keine Beurteilung möglich.

5. Digitales Lernen für bestimmte Zielgruppen: Zusätzlich eingesetzte bzw. nicht eingesetzte Mittel zur Unterstützung von Studierenden mit besonderem Förderbedarf (zur Verfügung stellen von Geräten, z.B. Leih-Notebooks, assistive Systeme zum Ausgleich körperlicher Handicaps, Einsatz kleiner Evaluationen, verbunden mit kurzen Aufgaben (Quests), Unterstützung des selbstbestimmten Lernens, Videoangebote, die komplexe Sachverhalte und Prozesse demonstrieren, Texte, die die muttersprachliche Kompetenz berücksichtigen, Kostenübernahme für kostenpflichtige Angebote, z.B. Förderkurse, Skripte, Eignungsberatung und Tests mithilfe digitaler Medien, andre Unterstützungsformen (offen).

6. Bewertung des digitalen Lernens allgemein: Bewertung von digitalen Lehr- und Lernangeboten (motivierend, aufwändig, verbessern das Lernergebnis, schwer auf ihren Erfolg hin zu überprüfen, entlasten das Lehrpersonal, verringern die Abbruchquoten im Studium, verbessern sozial benachteiligen / körperlich beeinträchtigten Lernenden den Zugang, erschweren individuelles Lernen, fördern die Attraktivität der Hochschule).

7. Herausforderungen: Schwierigkeiten und Probleme im Hinblick auf den Einsatz digitaler Lernformen in der Hochschule (zu hoher Aufwand für die Beschaffung der Lerninhalte und für die technische Ausstattung, zu teure Wartung von Geräten und Anwendungen, Bedenken hinsichtlich der gesundheitlichen Auswirkungen, z.B. WLAN, andere Aufgaben und Lernformen lassen den Studierenden nur wenig Zeit zum digitalen Lernen, problematische rechtliche Fragen, z.B. zu Nutzungsrechten, fehlende professionelle Betreuung der digitalen Infrastruktur an der Hochschule, unübersichtliches Angebot zum digitalen Lernen, fragwürdige Qualität der digitalen Lernangebote, Studierenden fehlt hinreichende medienbezogene Kompetenz, zu hoher Aufwand und keine Anrechnung auf das Lehrdeputat, fehlende didaktische Beratung zur digitalen Lehre an der Hochschule, andere Herausforderungen (offen).

8. Vernetzung, Kommunikation: Bewertung der Vernetzungspotentiale über digitale Medien, wie WhatsApp, Facebook mit den Studierenden, den Kolleginnen und Kollegen, mit anderen Institutionen, z.B. Partnerhochschulen oder Unternehmen, Sonstiges (offen).

9. Test- und Prüfungskonzepte: Prüfung mit Unterstützung des Computers im Rahmen der Lehrveranstaltung (Prüfung oder Test als Aufnahmeprüfung für eine Lehrveranstaltung, Aufgaben und Tests als Prüfung zwischendurch zur Optimierung des Kurses, Prüfung oder Test als Abschlussprüfung einer Lehrveranstaltung); Art des digitalen Verfahrens (Sichtbarkeit des Prüfungsergebnisses nur für den Lernenden bzw. Bewertung des Ergebnisses vom Lehrenden oder vom Computer).

10. Eigene Vorbereitung auf die Lehre mit digitalen Medien: Nutzungshäufigkeit ausgewählter Möglichkeiten zum Kompetenzerwerb (Angebote während der eigenen Ausbildung, Fort- und Weiterbildungskurse, informeller Austausch, Selbststudium, andere Möglichkeiten (offen); Impulsgeber für den Einsatz digitaler Medien zum Lernen (Befragter selbst, Studierende, Kollegen, Fachbereichs- bzw. Institutsleitung, zentrale Hochschuleinrichtung, Hochschulleitung, Drittmittelgeber, Andere (offen), kein Einsatz digitaler Medien); Einrichtung folgt beim Einsatz digitaler Medien bestimmten Standards oder hat ein Zertifikat, ein Gütesiegel oder einen Preis erhalten (offene Nennung dieser Standards, Gütesiegel oder Preise).

Demographie: Geschlecht; Alter (gruppiert); Hochschultyp; staatliche, private oder konfessionelle Trägerschaft der Hochschule; Tätigkeitsdauer als Hochschullehrender; Fächergruppen, in denen Lehrveranstaltungen gehalten werden.

Zusätzlich verkodet wurde: Befragten-ID; Hochschul-Code; anonyme und freiwillige Befragung zur Kenntnis genommen; Gruppen Hochschulgröße.

O presente artigo analisa as configurações da ampliação da jornada escolar que foram e estão sendo planejadas para as escolas públicas no âmbito do Ensino Fundamental, relacionando a problemática consubstanciada entre essa ampliação e suas distintas finalidades. Para tanto, levantamos as seguintes questões: Como vem se efetivando a ampliação da jornada escolar no contexto da educação pública brasileira? Quais as justificativas mais recorrentes para essa ampliação? Visando ao desenvolvimento deste trabalho realizamos uma pesquisa bibliográfica a partir dos estudos de Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007, 2009), Arcoverde (2003), Algebaile (2009), Maurício (2009), Monlevade (2009) e Rosa (2016). Os resultados deste estudo evidenciam que a ampliação da jornada escolar no contexto da educação pública brasileira, e voltando-se ao ensino fundamental, tem se realizado, basicamente, a partir da extensão do tempo de permanência dos estudantes na escola e a partir de diferentes entendimentos de como tal tempo escolar estendido deve ser ocupado, bem como sob distintos fundamentos para sua ampliação. Diante disso, observamos que as questões que envolvem a ampliação da jornada escolar, atualmente, se configuram a partir de múltiplas concepções, ideias e práticas emergentes na educação brasileira que precisam ser exploradas, sobretudo de modo aprofundado em trabalhos acadêmicos.Palavras-chave: Políticas educacionais. Escola pública. Jornada escolar ampliada. ABSTRACT This article analyzes the settings of the extension of the school day that were and are being planned for public schools in the elementary school, relating the problem embodied between this expansion and its different purposes. Therefore, we raise the following questions: How has been effective the expansion of the school day in the context of Brazilian public education? What are the most frequent reasons for this expansion? Aiming at the development of this study conducted a literature search from studies of Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007 and 2009), Arcoverde (2003) Algebaile (2009), Maurício (2009), Monlevade (2009) and Rosa (2016). The results of this study show that the expansion of the school day in the context of Brazilian public education, and returning to the elementary school, has done basically from the extension of students' time spent at school and from different understandings how this extended school time should be occupied and under different foundations for its expansion. Thus, we observe that the issues surrounding the expansion of the school day, currently, are configured from multiple views, ideas and practices emerging in Brazilian education that need to be explored, especially in depth in academic papers.Keywords: Educational policies. Public school. Extended school day. RESUMEN El presente artículo analiza las configuraciones de la ampliación de jornada escolar que han sido y están siendo planeadas para las escuelas públicas en el ámbito de la Enseñanza Fundamental, relacionando la problemática consustanciada entre esa ampliación y sus diferentes finalidades. Para eso, planteamos las siguientes cuestiones: Como se efectiva la ampliación de la jornada escolar en el contexto de la educación pública brasileña? Cuáles son las justificaciones más frecuentes de esta ampliación? Buscando el desarrollo de este estudio se há llevado a cabo una búsqueda bibliográfica a partir de los estudios de Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007 y 2009), Arcoverde (2003), Algebaile (2009), Maurício (2009), Monlevade (2009) y Rosa (2016). Los resultados de este estudio muestran que la ampliación de la jornada escolar en el contexto de la educación pública brasileña, y se volviendo a laenseñanza primaria, se há llevado a cabo, básicamente, a partir de la ampliación del tiempo de permanência de los estudiantes en la escuela y de diferentes entendimientos de como este tiempo escolar ampliado debe estar ocupado, bien como bajo diferentes bases para su ampliación. Ante esto, hemos observado que las cuestiones relacionadas con la ampliación de la jornada escolar, en la actualidad, se configuran desde múltiplas concepciones, ideas y prácticas emergentes en la educación brasileña que necesitan ser exploradas, sobretodo en profundidad en trabajos académicos.Palabras clave: Políticas educativas. Escuelas públicas. Jornada escolar extendida.

Ao longo da história da educação na Argentina, a escola tem sustentado suas políticas educacionais em uma estrutura institucional burocrática e racional orientada para servir os interesses de uma minoria. Hoje, as políticas de inclusão social e a sanção do ensino secundário obrigatório são apresentadas como uma oportunidade de democratizar a gestão das instituições de ensino secundária. Este artigo apresenta uma pesquisa empírica cujo objetivo principal é analisar as decisões e medidas tomadas pelos diretores de escolas públicas e privadas na Argentina, a fim de aplicar o mais recente Lei Nacional de Educação (LEN), que as sanções da escolaridade obrigatória do nível secundário. A metodologia é parte dos estudos da gestão da educação, que analisa qualitativamente as práticas educativas a partir de uma perspectiva institucional. Assim, a pesquisa usa fontes primárias, cuja técnica da construção os dados é da entrevista em profundidade. O objetivo da análise das entrevistas foi caracterizar as diferentes estratégias e práticas de gestão de inclusão social no nível secundário, através das dimensões: 1) O lugar de trajetórias sócio-educativas dos alunos nas propostas educacionais; 2) estratégias de retenção; 3) O lugar de aluno na construção de acordos e projetos educacionais; e 4) a relação entre a instituição e as famílias. ; Throughout Argentina's education history, Secondary School has supported its policies on a bureaucratic institutional structure rationally oriented to serving interests of a minority. Today, social inclusion policies and compulsory secondary schooling are presented as an opportunity to democratize the management of educational institutions. This article presents a piece of empirical research whose main purpose is to analyze the decisions and actions taken by the directors of secondary school in state-run and private educational institutions in the city of La Plata, in order to apply the National Education Law (LEN) that sanctions compulsory secondary education. The methodology used in this paper is in line with socio-educational management studies oriented to analyze educational practices qualitatively from an institutional perspective. Thus, primary sources were consulted by means of in-depth interviews for data collection purposes. The analysis of the interviews was aimed at characterizing the different social inclusion strategies and management practices in secondary education through the following dimensions: I) the student's role in the development of agreements and educational projects; II) retention strategies; III) the place given to students' socio-educational trajectories in educational proposals; and IV) the link between the institution and families ; A lo largo de la historia de la educación en Argentina, la escuela secundaria ha sostenido sus políticas educativas sobre una estructura institucional de tipo burocrática y racional orientada a servir a los intereses de una minoría. En la actualidad, las políticas de inclusión social y la sanción de la obligatoriedad de la educación secundaria se presentan como una oportunidad para democratizar la gestión de las instituciones educativas. Este artículo presenta una investigación empírica cuyo objetivo principal es analizar las decisiones y medidas adoptadas por los directores de escuelas secundarias públicas y privadas en Argentina, con el fin de aplicar la última Ley de Educación Nacional (LEN) que sanciona la obligatoriedad del nivel de educación secundaria. La metodología se inscribe en los estudios socio- educativos de la administración de la educación, orientada a analizar cualitativamente las prácticas educativas desde una perspectiva institucional. En función de ello, la investigación utiliza fuentes primarias, cuya técnica de construcción de datos fue la entrevista en profundidad. El análisis de las entrevistas se orientó a caracterizar las diferentes estrategias y prácticas de gestión de la inclusión social en el nivel secundario, a través de las dimensiones: 1) el lugar del estudiante en la construcción de acuerdos y proyectos educativos; 2) las estrategias de permanencia; 3) el lugar de las trayectorias socio- educativas de los estudiantes en las propuestas educativas; y 4) el vínculo entre la institución y las familias. ; Facultad de Humanidades y Ciencias de la Educación

En el presente documento se expone el sistema de medición de la e-inclusión a través de los servicios del e-government en la población rural. Con el fin de lograr esta meta, se propuso desarrollar tres objetivos. En primera instancia se realizó la comparación de los referentes que evalúan el Gobierno electrónico, enfocados en la medición de la inclusión digital, como segundo, se diseñaron las dimensiones, variables, indicadores y posibles desagregaciones que constituyen el sistema de indicadores. Por último, aplicar el sistema de indicadores en una población objetivo y así obtener retroalimentación. Como resultados del desarrollo de los objetivos se obtuvo: a) la consolidación de los conceptos de la e-inclusión y el e-government como así mismo la identificación de referentes y factores asociados a la temática. b) El conjunto de variables e indicadores según los factores de la e-inclusión y el e-government, que sirvieron de base para la construcción del sistema de evaluación con sus desagregaciones. c) El sistema de evaluación compuesto por tres factores: acceso a infraestructura, habilidades digitales y participación ciudadana. Sistema de evaluación que fue validado por docentes y estudiantes de derecho e ingeniería industrial de la Universidad de Santander. d) Que luego de la aplicación en los habitantes de cuatro corregimientos de municipio de Valledupar, el análisis de los resultados arrojo resultados importantes. Este trabajo permitió identificar aspectos determinantes en el análisis de la e-inclusión y el e-government, como así mismo la aplicabilidad en muchos escenarios del territorio nacional que presenten condición de vulnerabilidad, esto por el conjunto de indicadores amplios propuestos. Por último, se puede indicar que el sistema de evaluación puede ser utilizado como base de estudio y análisis de los gobiernos locales que construyen sus planes desarrollo. El presente trabajo ha de ser aporte significativo para lograr avanzar en el estudio de la e-inclusión y el e-government en el territorio colombiano. ; This paper presents the system for measuring e-inclusion through e-government services in the rural population. In order to achieve this goal, it was proposed to develop three objectives. In the first instance, a comparison was made of the benchmarks that evaluate e-Government, focused on the measurement of digital inclusion, and secondly, the dimensions, variables, indicators and possible disaggregations that constitute the indicators system were designed. Finally, to apply the system of indicators in a target population and to obtain feedback. As a result of the development of the objectives, A) the consolidation of the concepts of e-inclusion and e-government as well as the identification of referents and factors associated with the theme were obtained. B) The set of variables and indicators according to the factors of e-inclusion and e-government, which served as the basis for the construction of the evaluation system with its disaggregations. C) The evaluation system is composed of three factors: access to infrastructure, digital skills and citizen participation. Evaluation system that was validated by teachers and students of law and industrial engineering at the University of Santander. D) That after the application in the inhabitants of four municipalities of Valledupar, the analysis of the results yielded important results. This work allowed to identify determinant aspects in the analysis of e-inclusion and e-government, as well as the applicability in many scenarios of the national territory that present a condition of vulnerability, this by the set of broad indicators proposed. Finally, it can be pointed out that the evaluation system can be used as the basis of study and analysis of the local governments that build their development plans. The present work has to be a significant contribution in order to achieve progress in the study of e-inclusion and e-government in the Colombian territory. ; Maestría