Suchergebnisse

Background Child marriage (<18 years) and school drop-out disproportionately affect girls living in impoverished households in rural areas, with long-term economic and health consequences. Improving retention in education, and delaying age at marriage and first pregnancy have received substantial attention at the national and global level, in line with the Millennium Development Goals and the Sustainable Development Goals (SDGs) (2015-2030). Methods We examined changes over time in economic, education and child marriage indicators among adolescents from rural households in (i) Northern Karnataka (the most deprived region of Karnataka), (ii) Karnataka state, and (iii) all India, using individualized data from four pre-existing, nationally-representative datasets (District Level Household and Facility Surveys (DLHS 2-4) (2002/4–2012/3) and the National Family Health Survey (NFHS-4) (2015-16)). Results At the national and state level, we found large improvements in secondary educational attainment among girls and boys living in rural settings (proportion of adolescents completing age-appropriate secondary school education (all India): girls 12.4% 2002/3 vs. 31.6% 2015/6; boys 18.9% 2002/4 vs. 36.8% 2015/6). We also observed large reductions in child marriage and early child-bearing rates (proportion of married women aged 18-24 years married <18 years: 62.4% 2002/4 vs. 23.8% 2015/6; proportion of married girls aged <19 years who are pregnant or have children: 62.4% 2002/4 vs. 21.9% 2015/6). In addition, we found evidence of "clustered deprivations", whereby girls in rural areas from the poorest families and lowest castes continue to experience multiple forms of disadvantage, with child marriage significantly associated with scheduled caste / scheduled tribe (SC/ST) caste (odds ratio (OR)=1.25, 95% confidence interval (CI)=1.18-1.32), poorest quintile (OR=2.38, 95% CI=2.21-2.55) and illiteracy (OR=2.09, 95% CI=1.95-2.23); and not completing secondary education significantly associated with SC/ST caste (OR=1.52, 95% CI=1.45-1.59), poorest quintile (OR=4.17, 95% CI=3.90-4.46), and child marriage (OR=2.05, 95% CI=1.85-2.26). Conclusions The results show substantial improvements in economic, educational and child marriage indicators at the state and national level over the past 14 years. The government has implemented multiple programmes and policies to address child marriage and school drop-out, and these trends suggest such efforts may be having a positive impact. If India is to achieve the SDGs, designing targeted interventions to reach those who continue to be left furthest behind is going to be key.

BACKGROUND: Child marriage (<18 years) and school drop-out disproportionately affect girls living in impoverished households in rural areas, with long-term economic and health consequences. Improving retention in education, and delaying age at marriage and first pregnancy have received substantial attention at the national and global level, in line with the Millennium Development Goals and the Sustainable Development Goals (SDGs) (2015-2030). METHODS: We examined changes over time in economic, education and child marriage indicators among adolescents from rural households in (i) Northern Karnataka (the most deprived region of Karnataka), (ii) Karnataka state, and (iii) all India, using individualized data from four pre-existing, nationally-representative datasets (District Level Household and Facility Surveys (DLHS 2-4) (2002/4–2012/3) and the National Family Health Survey (NFHS-4) (2015-16)). RESULTS: At the national and state level, we found large improvements in secondary educational attainment among girls and boys living in rural settings (proportion of adolescents completing age-appropriate secondary school education (all India): girls 12.4% 2002/3 vs. 31.6% 2015/6; boys 18.9% 2002/4 vs. 36.8% 2015/6). We also observed large reductions in child marriage and early child-bearing rates (proportion of married women aged 18-24 years married <18 years: 62.4% 2002/4 vs. 23.8% 2015/6; proportion of married girls aged <19 years who are pregnant or have children: 62.4% 2002/4 vs. 21.9% 2015/6). In addition, we found evidence of "clustered deprivations", whereby girls in rural areas from the poorest families and lowest castes continue to experience multiple forms of disadvantage, with child marriage significantly associated with scheduled caste / scheduled tribe (SC/ST) caste (odds ratio (OR)=1.25, 95% confidence interval (CI)=1.18-1.32), poorest quintile (OR=2.38, 95% CI=2.21-2.55) and illiteracy (OR=2.09, 95% CI=1.95-2.23); and not completing secondary education significantly associated with SC/ST caste (OR=1.52, 95% CI=1.45-1.59), poorest quintile (OR=4.17, 95% CI=3.90-4.46), and child marriage (OR=2.05, 95% CI=1.85-2.26). CONCLUSIONS: The results show substantial improvements in economic, educational and child marriage indicators at the state and national level over the past 14 years. The government has implemented multiple programmes and policies to address child marriage and school drop-out, and these trends suggest such efforts may be having a positive impact. If India is to achieve the SDGs, designing targeted interventions to reach those who continue to be left furthest behind is going to be key.

To create one area in education it is supposed to compound the systems ofphilologist's preparation in the countries of European Union that save the system anddevelopment of the national identity. While exploring, main universities of Ukraine, Polandand Chez Republic are taken into consideration. The article compares the preparationprocesses of Masters of Philology, future Translation Studies teachers of Slavonic andEuropean languages, who study in classical and high level institutions. The Philologydegree can be taken either in the Philology Department or in the Department of ForeignLanguages in the Lviv National University of I.Franko, the University of T.Shevchenkoand the Mykolaiv Pedagogical University of V. Sukhomlynskyy. In the universities ofPoland philological education is obtained in the institutes of Polish, English, Romanian,German, classical, Mediterranean and Oriental studios of Slovanic Philology, which existas subdivisions of the Philology Department. In the main universities of Chez Republic –Charles University in Prague (KU), Massaryk University, the University of Jan Purkine –the preparation of Master of Philology is conducted in the Philosophy Faculty, where theprograms of preparation the Masters of Philology are made in Language studios accordingto their subdivisions. There are vast varieties of the Masters programs in the HumanitarianFaculty in the West-Chez University (ZČU). In the universities there are as wellpedagogical faculties, where the preparation of Masters of Philology is conducted as aprimary and secondary school teacher.The comparative analysis is made according to peculiarities of the Masters ofPhilology preparation in the educational process in Lviv, Wroclav, Jagellonian universitiesin the context of involving innovational technologies, the competence approach, subjectsubjectrelations in communication as the main demands towards modern universityteacher. The conclusions are made in the result of empiric experiment, which wasconducted in 2014-2015.Key words: Master of Philology, content of education, didactical preparation,professional, competence, competence approach, interactive technology, the pedagogicalpreparation, innovative techniques of the education organizing. ; У статті зроблено спробу порівняти процеси підготовки філологів-магістрів,майбутніх викладачів та перекладачів зі слов'янських та європейських мов, якінавчаються у класичних та профільних вищих навчальних закладах. Для дослідженнябуло обрано провідні заклади України, Польщі, Чехії. З'ясовано, що у провіднихуніверситетах Чехії – Карловім університеті (KU), Університеті Массарика (MU),Університеті Яна Пуркіне – підготовку філолога-магістра сьогодні впроваджують нафілософському факультеті, де розроблено магістерські програми підготовки уМовних студіях як окремих підрозділах. Визначено, що в Західночеськомууніверситеті (ZČU) існує широкий вибір магістерських програм на педагогічномуфакультеті, де відбувається підготовка магістра-філолога як вчителя початкової тасередньої школи, а також на гуманітарному факультеті. Виконано порівняльнийаналіз особливостей навчального процесу підготовки магістрантів філології уЛьвівському, Вроцлавському та Яґеллонському університетах.Ключові слова: магістр філології, зміст навчання, дидактична підготовка,фахівець, компетенція, компетентнісний підхід, інтерактивна технологія, педагогічнапідготовка, інноваційні форми організації навчання.

The article investigates the activity of the institutions of medical physical education andsports medicine in the territory of Western Ukraine in the second half of the XX - the beginningof the XXI century. The historical retrospective shows the formation of these institutions in theLviv, Ivano-Frankivsk and Transcarpathian regions. The study highlights the activities of theabove-mentioned instances, in particular: the Lviv Regional Medical-Physical Dispensary, theDepartment of Physical Education and Sports Medicine of the Lviv National Medical University.D. Halytskyi, Ivano-Frankivsk Physiotherapy Center, Zakarpattya Regional PhysicoculturalDispensary. The presence of the apparatus of management, the economic part, the department ofsports medicine, the department of diagnostics and testing, the department of medical support ofmass forms of physical education, and the department of medical and sports rehabilitation areconsidered. The use of dispensaries of such methods of treatment as medical physical training,hydromassage, laser showers, applications of ozocerite, etc., is described, that is, those methodswhich are becoming increasingly popular with each passing day, as facilitated by theireffectiveness, accessibility and efficiency in the restoration of physical and mental health, full orpartial rehabilitation, general rehabilitation. At present, the health of the population is anextremely acute problem in Ukrainian society. Recently, the number of different types of injurieshas increased considerably both in sport and in everyday life. The problem of physicalrehabilitation in Ukraine is carried out by special physical education and rehabilitationinstitutions. Western Ukraine is represented by a number of such institutions that play a leadingrole in our time. Given the current military situation in Ukraine, the result of which is a largenumber of injuries of varying degrees of severity, the coverage of physical culture andrehabilitation institutions is particularly relevant ; У статті досліджено діяльність закладів лікувальної фізичної культури таспортивної медицини на теренах Західної України в другій половині ХХ – на початку ХХІстоліття. Крізь історичну ретроспективу показано становлення даних закладів вЛьвівській, Івано-Франківській та Закарпатській областях. У дослідженні висвітлено діяльність вищезгаданих інстанцій, зокрема: Львівського обласного лікарсько фізкультурного диспансеру, кафедри фізичного виховання і спортивної медицини Львівського національного медичного університету ім. Д. Галицького, Івано Франківського лікувально-фізкультурного центру здоров"я, Закарпатського обласноголікарсько-фізкультурного диспансеру.Розглянуто наявність в установах апарату управління, господарської частини, відділенняспортивної медицини, відділення діагностики і тестування, відділення медичногозабезпечення масових форм фізичного виховання, відділення медико- спортивноїреабілітації. Висвітлено застосування у диспансерах таких методів лікування, яклікувальна фізична культура, гідромасаж, лазерний душ, аплікації озокериту тощо,тобто тих методів, які з кожним днем набувають все більшої популяризації, чому сприяєїх дієвість, доступність і ефективність у відновленні фізичного та психічного здоров"я,повному або частковому відновленні працездатності, загальній реабілітації.

Background: Dental caries is the most common chronic disease in children. In Norway there are government sponsored programs that give all children (0-18 years) free public dental treatment. This program seems to reduce the social gap in oral health compared to countries where dental treatment is paid out-of-pocket. There are indications that not all children in Norway benefit equally good from this program. Aims: The first aim of this thesis was to assess caries experience expressed as DMFT/dmft index among children in Northern Norway (Tromsø, Storslett and Mosjøen). The second aim was to investigate the association between children´s oral health and their parents´ socioeconomic position (SEP). Materials and method: This was a cross sectional study, that included 140 children and their parents. The children in the study were between 5 and 12 years old. The sample was recruited at University Dental Clinic in Tromsø (82, 30%), public dental clinic in Storslett (19, 76%) and public dental clinic in Mosjøen (39, 83%). Data was collected using a structured questionnaire asking about the child's gender, age, living area, number of people in the household, how long the child has lived in Norway, who the child lives with, last dental visit and the reason for the visit, rating of the child's oral health, frequency of tooth brushing, help with tooth brushing, use of dental cleaning products, chronic diseases, medication, intake of sugar, parents´ age/education/occupation, household income and residence. DMFT/dmft value was measured on a routinely dental examination by a dentist or a dental hygienist. Results: The total mean caries experience was higher among older children. It was lowest for children at 5 years old (0,1 (0,4)) compared to children at 6-, 7-, 8,- 9, 11- and 12 years old ((0,4 (1,0)), (0,3 (0,7)), (0,5 (1,0)), (0,5 (0,7)), (0,6 (1,2)), (1,1 (2,0)) and (1,0 (1,4)), respectively). This difference was not statistically significance. The odds for a child to have DMFT≥1 decrease by 0,8 with each 50000NOK higher income (p=0,058). Children with a father that only had completed primary school/ high school education had 10,4 times higher odds to have DMFT≥1 (adjusted OR: 10,435; 95% CI1,461-74,513). Conclusions: According to multivariable binary logistic regression analysis, having a father with low education was associated with DMFT≥1 of the child. Even in a rich country like Norway, social inequalities in oral health based on father's education and income already at the age of 5-12 years could be observed. More studies are needed in order to investigate social inequalities among children in Northern Norway.

102 páginas ; La investigación analiza el agendamiento de la Jornada Única como una estrategia del Gobierno Nacional para mejorar la calidad educativa de las instituciones educativas oficiales del país. En su momento, el Ministerio de Educación Nacional argumentaba inequidad entre colegios públicos y privados, así como bajos resultados en las pruebas PISA 2012 y pruebas de Estado que corroboraba el problema de la baja calidad educativa en los colegios públicos. Sin embargo, tales argumentos se presentaban cuando ya la decisión de implementar la estrategia estaba tomada y se veía la necesidad de dar una explicación como respuesta a las críticas de algunos actores del sector educativo, especialmente los profesores sindicalizados. Estas razones parecieran suficientes para el agendamiento de la política, no obstante, el aporte de esta investigación -que tiene relación directa con el espacio de estudio sobre el agendamiento- es analizar si tales argumentos fueron suficientes elementos de juicio y contaban con el respaldo técnico para que el tema ingresara en la agenda, pues en ocasiones, la falta de perfilamiento, debate y confrontación de un tema en dicha etapa, termina teniendo impactos importantes en su proceso de implementación. ; This research is aimed to analyze the establishment of a full school day as a strategy of the National Government to improve the quality of education in the Public Educational Institutions. Some time ago, the National Ministry of Education expressed that the inequity between public and private schools, as well as the low scores obtained in the PISA 2012 Test and the State Examinations, demonstrated the problem of the low quality of education in public schools. However, those arguments were presented when the decision of implementing the strategy had been already taken and the need of giving an answer to the critics of some actors of the education area was necessary, particularly to the teachers' syndicate. Those reasons seem to be enough for the establishment of the educational policy, however, the contribution of this research – which has a direct relation with the space of study of the establishment - is to analyze whether the arguments given were critical elements of judgment and whether they had the technical support for the topic to enter in the educational agenda, because, the lack of debate and confrontation of a topic in such stages, may end with relevant impacts on its implementation process. ; Magíster en Gobierno y Políticas Públicas ; Maestría

La gimnasia como práctica social, política, histórica, educativa y cultural ha ido evolucionando a lo largo de años desde la implementación de la Ley N° 1420 hasta la actualidad como parte de las propuestas de Educación Física del Diseño Curricular de la Provincia de Buenos Aires. Ha transitado por varios procesos que la fueron marcando y le han dado identidad: gimnasia militarizada, ejercicios físicos, gimnasia como contenido de la Educación Física, gimnasia como práctica repetitiva de las técnicas y sus métodos y, en una última corriente o paradigma, la gimnasia como construcción del saber. En esta pesquisa el objeto de estudio se centra en el seguimiento de cinco momentos de la gimnasia que han marcado los lineamientos de la educación a través del análisis, la indagación y la reflexión de bibliografía pertinente en torno a la temática. Cada uno de estos momentos, han permitido comprender cómo la gimnasia se ha configurado con los años y qué sentido tuvo (y tiene) en el sistema educativo. (Re)pensar, (re)valorizar y analizarla permiten la apertura a una práctica considerada realmente como contenido de la Educación Física. Una gimnasia que se vuelva a enseñar, pero con otras herramientas y otras perspectivas. ; Gymnastics as a social, political, historical, educational and cultural practice has evolved over the years from the implementation of Law No. 1420 to the present as part of the proposals of Physical Education of Curriculum Design of the Province of Buenos Aires. He has gone through several processes that have marked him and given him identity: militarized gymnastics, physical exercises, gymnastics as a content of Physical Education, gymnastics as a repetitive practice of techniques and methods and, in a last current or paradigm, the gymnastics as construction of knowledge. In this research, the object of study focuses on the follow-up of five moments of gymnastics that have marked the guidelines of education through the analysis, inquiry and reflection of pertinent bibliography on the subject. Each of these moments, have allowed to understand how gymnastics has been configured over the years and what sense it had (and has) in the educational system. (Re) thinking, (re) valuing and analyzing it allow the opening to a gym considered really as content of Physical Education. A gymnastics that is re-taught, but with other tools and other perspectives. ; Facultad de Humanidades y Ciencias de la Educación

Im Jahr 2016 sorgte eine Entscheidung wonach der Rechtsträger eines Kindergartens aufgrund einer Aufsichtspflichtverletzung einer Kindergartenpädagogin für die Folgen einer Verletzung, die sich ein Kind in der Bewegungseinheit zugezogen hat, haftet, für Aufsehen unter den Kindergartenpädagoginnen. Diese Arbeit beschäftigt sich im ersten Teil mit der aufgrund des österreichischen Föderalismus sehr heterogenen verwaltungsrechtlichen Rechtslage der Kinderbetreuung. Dabei werden sowohl die Personalmindestausstattungen, die Gruppenhöchstgrenzen als auch die Mindestqualifikationen der einzelnen Materiengesetze verglichen und die 3 Formen der elementarpädagogischen Kinderbetreuung, Tagesmütter, Kinderkrippe und Kindergarten dargestellt. Im zweiten Teil werden die familienrechtlichen Grundlagen der elterlichen Obsorge, die ja schlussendlich im Rahmen der elementarpädagogischen Kinderbetreuung temporär "outgesourced" werden, beleuchtet. Sodann werden Rechtsnatur und Elemente des elementarpädagogischen Kinderbetreuungsvertrages dargestellt. In weitere Folge werden die relevanten schadenersatzrechtlichen Aspekte kurz theoretisch dargestellt und dabei sowohl die Verschuldungshaftung als auch Gefährdungs- und Billigkeitshaftung angesprochen. Den Schwerpunkt der Arbeit bildet schließlich die umfassende Darstellung der einschlägigen Judikatur mit dem Versuch die publizierten Entscheidungen zu kategorisieren. So wird einerseits versucht, nach der möglichen Haftungsgrundlage zwischen Verletzung der Aufsichtspflichten und Verletzung der Verkehrssicherungspflichten zu differenzieren und anderseits auch danach ob dritte Personen, insbesondere Kinder in den Unfall involviert waren. Schließlich wird versucht allgemein gültige Schlüsse und Kriterien, die für eine Haftung oder auch dagegensprechen, abzuleiten, wobei festgestellt werden musste, dass dies nur sehr eingeschränkt möglich ist und die einschlägige Judikatur sehr stark auf den Einzelfall abstellt. ; In 2016 a decision, according to which the legal entity of a kindergarten was to be liable for the consequences of an injury that a child came by during physical education, to be caused by a violation of supervisory duties of a kindergarten teacher, caused a stir. In the first part, this thesis deals with the, due to Austrian federalism, very heterogenous administrative law of childcare. Minimum numbers of staff, group sizes as well as minimum conditions of individual matter laws are compared and the three types of early childhood education, namely childminders, day care and kindergarten, are outlined. In the second part, the basics of parental custody in family law are presented, as they get temporarily outsourced as part of early childhood education. Then the legal nature and elements of early childhood education are explained. In further consequence, relevant tort aspects are theoretically outlined. At the same time fault-based liability as well as strict liability and equity liability are broached. The thesis then focuses on a comprehensive depiction of respective judicature and the attempt to categorize the published decisions. Hereby, on the one hand it is tried to distinguish, based on possible liabilities, between a breach of duty of supervision and a breach of duty to implement safety precautions, and on the other hand, whether other persons, especially children, were involved in this accident. Finally, it was tried to find universally valid conclusions and criteria that argue for or against a liability. It was realized that this was just possible to a limited extent and that the respective judicature strongly bases on the individual case. ; vorgelegt von Danijela Bredenfeldt ; Zusammenfassung in Deutsch ; Abweichender Titel laut Übersetzung des Verfassers/der Verfasserin ; Karl-Franzens-Universität Graz, Diplomarbeit, 2019 ; (VLID)4825106

This paper begins with excerpts from Ervin Lazlo's book, The Systems View of the World, one version of the emerging paradigm for understanding the universe, the natural world, the human psyche and human culture. The second section presents excerpts from Antonio Damasio's book, Looking for Spinoza: Joy, Sorrow and the Feeling Brain. Damasio is a highly respected neuroscientist whose discoveries about the inner mapping of the human brain have led him to reject Enlightenment views of human psychology and replace them with another version of Lazlo's "systems" approach. The third section presents Indonesia's Pancasila, a five-point political ideology that serves as the foundation for their democratic republic. This ideology begins with the belief in God, but the notion of "God" is one more example of a type of "systems" thought. The fourth section includes an interview from Dr. Amad Kardimin, professor of education at Sunan Kalijaga Islamic State University in Yogyakarta, Indonesia. Dr. Kardimin describes the beliefs and way of living in the small village where he grew up. I will interpret what he says in light of my own scholarship about Aristotle's model of the flourishing human life, a life of both practical and theoretical wisdom. Even though the people in this village are not formally educated, they are living much more wisely than many highly respected intellectuals today. Finally, I will quote from a number of public intellectuals in the United States who are very worried about the decline in quality of life in the United States today. This decline will lead to an increase in authoritarianism in the U.S. I conclude that too many developing nations have looked to the West, especially the United States, for guidelines about how to "move forward." Their best and brightest young people are sent to Western universities and go back home to educate their own best and brightest to think and act like Westerners. This is a mistake. Indonesia is continually working on a model of education that unites the moral with the intellectual virtues. The West, especially the United States, has focused on higher and higher levels of education in science, math, and computer science without adequate concern for avoiding greed, pride, power hunger and other vices. Indonesia and other developing nations should recognize the importance of an education for wisdom. Leaders in all sectors should exhibit both moral and intellectual excellence. The future of international culture, politics and even of life on earth is at stake.

This study is aimed to identify (1)the planing of character education in Islamic studies; (2) the implementing of character education in Islamic studies; and (3) the evaluating of character education in Islamic studies. The study was pursued the qualitative research with kind of case study. The subjects were the principal, teachers, and students. The determination of the subjects was done by using the purposive technique by selecting a number of respondents who are tailored to the purpose of this research. The data were collected through non-participant observation, in-depth interviews and documentation. The technique of data analysis refers to the steps of data analysis proposed by Mills and Heberman with interactive models. The results showed that (1) in the process of planning the school has the development program of school culture to implement student character values which actualized through learning activities; (2) in the implementation of character education actualized by giving good example, admonition, notification, punishment, and task; and (3) based on assessing result showed that the character values that have been actualized in the daily behavior of the students of Muhammadiyah School in Juntinyuat are democracy values, religious, cooperation, social care, respect/honor, and responsible. This study is expected to provide contributions for social studies teachers in Indramayu district as an actualization internalization of character values through school culture. Penelitian ini bertujuan untuk mengidentifikasi (1) perencanaan pendidikan karakter dalam pembelajaran PAI; (2) penerapan pendidikan karakter dalam pembelajaran PAI; dan (3) evaluasi pendidikan karakter dalam pembelajaran PAI. Penelitian ini merupakan penelitian kualitatif dengan jenis studi kasus. Subjek penelitian adalah kepala sekolah, guru, dan siswa. Penentuan subjek dilakukan dengan menggunakan teknik purposive dengan memilih sejumlah responden yang disesuaikan dengan tujuan penelitian ini. Data dikumpulkan melalui observasi non-partisipan, wawancara mendalam dan dokumentasi. Teknik analisis data mengacu pada langkah-langkah analisis data yang diusulkan oleh Mills dan Heberman dengan model interaktif. Hasil penelitian menunjukkan bahwa (1) dalam proses perencanaan sekolah memiliki program pengembangan budaya sekolah untuk mengimplementasikan nilai-nilai karakter siswa yang diaktualisasikan melalui kegiatan pembelajaran; (2) dalam pelaksanaan pendidikan karakter diwujudkan dengan memberikan contoh yang baik, peringatan, pemberitahuan, hukuman, dan tugas; dan (3) berdasarkan hasil penilaian menunjukkan bahwa nilai-nilai karakter yang telah diaktualisasikan dalam perilaku sehari-hari siswa Sekolah Muhammadiyah Se-Kecamatan Juntinyuat adalah nilai-nilai demokrasi, religius, kerjasama, kepedulian sosial, saling menghargai/ menghormati, dan bertanggung jawab. Penelitian ini diharapkan dapat memberikan kontribusi bagi guru PAI di Kabupaten Indramayu sebagai aktualisasi internalisasi nilai-nilai karakter melalui budaya sekolah.

Mexico is currently undergoing a social crisis. On the one hand, it experiencing alternating elections which many consider to be the advent of a new form of politics which also brings with it the hope of ending poverty, insecurity and deterioration of the educational system. Based on this scenario, this article discusses premodern conditions that are prevalent in Mexico and which have obstructed the development of the country´s economy, educational and social security sectors. It also highlights the complexity of the different types of factors that involved in social deterioration. The article questions how poverty, crime and education are superimposed and emphasizes the need to contain high school drop-out rates which are tied to difficulties in entering the job market and its consequential relationship to poverty. Dropping out of school also encourages youngsters to commit crimes. Education is perceived as one of the solutions to fight crime and poverty – however, not education as it currently stands. Academic problems would first have to be resolved, such as preventing school dropouts in both High School and College as well as improving coverage, which requires a differentiated type of education. ; México, en el marco de una crisis social, atraviesa un proceso de alternancia electoral que para muchos representa el inicio de una nueva forma de hacer política, lo cual trae consigo la esperanza de acabar con la pobreza, la inseguridad y el deterioro educativo. A partir de este escenario, el presente ensayo contiene una discusión sobre las condiciones de premodernidad que prevalecen en México y obstaculizan el desarrollo económico, educativo y de seguridad social, con lo cual se pretende aportar elementos para visualizar la complejidad de factores involucrados, aunque manifestados en diferentes maneras, en el deterioro social. El documento señala la forma en que están imbricadas la pobreza, delincuencia y educación, al tiempo que apunta la necesidad de contener el abandono escolar en el nivel medio superior, lo cual está vinculado con dificultades para incorporarse al mercado laboral y su consecuente relación con la pobreza, de igual forma, el abandono escolar se constituye en un factor más que estimula la comisión de delitos. Al final del manuscrito se plantea la educación como una de las vías para abatir la pobreza y la delincuencia, pero no la educación que actualmente se imparte, primero tendrían que resolverse los problemas de calidad académica, la deserción en nivel medio superior y superior, así como la cobertura en estos niveles educativos. Esto demanda una educación diferenciada.

Resumo: Este trabalho decorre de uma pesquisa de pós-doutorado mais ampla. Ele tem como objetivo desenvolver uma análise no sentido de apresentar uma perspectiva de abordagem sobre as drogas a partir da Educação Popular. Para atingir este propósito, metodologicamente, apoia-se em dois pressupostos: 1) uma revisão da literatura em língua portuguesa, espanhola, francesa e inglesa; 2) um estudo empírico realizado no Uruguai, em Montevidéu, no contexto da implementação da política de descriminalização e venda legal de cannabis, focando, entre outros aspectos, a dimensão educativa da política. Alguns dos seus resultados são, por exemplo: 1) a abordagem da Educação Popular sobre as drogas requer um escrutínio sócio-histórico delas no contexto da relação sociedade e desvio social; 2) a Educação Popular demanda uma mudança discursiva na forma de se referir às pessoas que usam drogas, na perspectiva de superar a linguagem estigmatizada; 3) o trabalho socioeducativo no âmbito das ações de redução de danos, sob a Educação Popular, implica conhecimentos interdisciplinares. Dentre as conclusões, afirma-se que o estudo das drogas necessita ser situado analiticamente no plano social, e não na esfera dos fatores individuais, que tendem a definir o seu uso como uma patologia estritamente pessoal. Palavras-chave: Educação Popular. Drogas. Políticas. Sociedade.Abstract: This paper is the result of a larger postdoctoral research. It aims to develop an analysis in the sense of presenting a perspective of approach on the drugs according to Popular Education. In this way, methodologically, it is based on two methodological assumptions: 1) a review of literature in Portuguese, Spanish, French and English; 2) an empirical study carried out in Uruguay, in Montevideo, in the context of implementation of the decriminalization and sale policy of cannabis, focusing, among other aspects, on its educational dimension. Some of its results are, for example: 1) Popular Education's approach about drugs must carry out a socio-historical scrutiny of them in the context of the relationship society and social deviance; 2) Popular Education requires a discursive change in the way of referring to people who use drugs, to overcome the stigmatized language; 3) Socio-educational work in the field of the harm reduction actions, according to Popular Education, demands interdisciplinary knowledge. Among the conclusions, it is affirmed that the study of the drugs must be analytically situated in the social plane, instead of being in the sphere of individual factors, which tend to define its use as a strictly personal pathology. Keywords: Popular Education. Drugs. Policies. Society.

O objetivo deste artigo é apresentar e discutir algumas reflexões do pensamento pedagógico de Simón Rodríguez e propor o redescobrimento de seu pensamento e ação frente aos desafios do caráter público da educação contemporânea na América Latina, por meio de uma abordagem reflexiva sobre seu projeto de educação pública e popular, por meio de um estudo de seus próprios escritos. Como refl exão fi nal constata-se que o pensamento pedagógico de Simón Rodríguez está ancorado na defesa da educação pública para todas as pessoas, pois trouxe para o centro da legislação educacional todos os marginalizados da sociedade e que reencontrar com as ideias de Simón Rodríguez pode indicar novos caminhos em prol da educação pública latino-americana.Palavras-chave: Simón Rodríguez. Educação pública e popular. Pensamento pedagógico latino-americano The pedagogical thinking of Simón Rodríguez: for a public and popular educationABSTRACTThe purpose of this article is to present and discuss some reflections on Simón Rodríguez's pedagogical thinking. Additionally, the article proposes the rediscovery of his thoughts and actions in the face of challenges of public opinion on contemporary education in Latin America, through a reflexive approach to his public education project and popularity, and through a study of his own writings. As a final reflection, it can be seen that Simón Rodríguez's pedagogical thinking is anchored in the defense of public education for all people, because he brought marginalized people in society to the center of educational legislation. Revisiting Simón Rodríguez's ideas can indicate new directions in Latin American public education.Keywords: Simón Rodríguez. Public and popular education. Latin American pedagogical thinking El pensamiento pedagógico de Simón Rodríguez: por una educación pública y popularRESUMENEl objetivo de este artículo es presentar y discutir algunas reflexiones del pensamiento pedagógico de Simón Rodríguez y proponer el redescubrimiento de su pensamiento y acción frente a los desafíos del carácter público de la educación contemporánea en América Latina a través de un abordaje reflexivo sobre su proyecto de educación pública y popular, a través de un estudio de sus propios escritos. Como reflexión final se constata que el pensamiento pedagógico de Simón Rodríguez está anclado en la defensa de la educación pública para todas las personas, pues trajo al centro de la legislación educativa todos los marginados de la sociedad y que reencontrar con las ideas de Simón Rodríguez puede indicar nuevos caminos en favor de la educación pública latinoamericana.Palabras clave: Simón Rodríguez. Educación pública y popular. Pensamiento pedagógico latinoamericano.

Ao longo da história da educação da mulher, as ocupações destinadas "naturalmente" a ela envolviam o cuidado com o outro, como de professora e de enfermeira. Antes desse tempo, a mulher nem tinha acesso à educação formal. Refletir sobre a ascensão da mulher à cargos de liderança faz com que busquemos a implicação da educação com esse processo histórico instituído há séculos. A inserção da mulher no mercado de trabalho é uma necessidade de sobrevivência e manutenção individual e familiar, também uma das fontes de realização e emancipação feminina. Essa pesquisa objetiva analisar o discurso do enunciador-empregador acerca da ascensão da mulher em cargos de liderança em empresas privadas. O método é qualitativo e documental. O corpus é composto pela revista Exame, as melhores empresas para se trabalhar no Brasil de 2000-2016. A análise ancora-se nos pressupostos da Análise de Discurso de linha francesa. Os resultados parciais indicam que as mulheres ocupam somente 32% de cargos de liderança nas empresas privadas. O discurso ideológico hegemônico é da igualdade de oportunidades para ambos os gêneros, contudo, as mulheres têm a ascensão restringida. Conclui-se, a educação é o locus onde a transformação pode iniciar-se, ao promover situações simuladas que estimulem as meninas/mulheres a projetarem para si e para outras, oportunidades de trabalho que requeiram o exercício profissional da liderança.AbstractThroughout the history of women's education, occupations intended "naturally" her involved the care of the other, as a teacher and a nurse. Before that time, the woman didn't even have access to formal education. Reflect on the rise of women to leadership positions causes seek the implication of education with this historical process established for centuries. The inclusion of women in the labor market is a necessity of survival and maintain individual and family, also one of the sources of fulfillment and emancipation. This research aims to analyze the enunciator-employer speech about the rise of women in leadership positions in private companies. The method is qualitative and documentary. The corpus is composed by Exame Magazine, the best companies to work for in Brazil of 2000-2016. The analysis grounds in discourse analysis assumptions of French line. The partial results indicate that women occupy only 32% of leadership positions in private companies. The hegemonic ideological discourse is of equal opportunities for both genders, however, women have to rise. It is concluded, education is the locus where processing can begin, while promoting simulated situations that encourage girls/women designing for themselves and for others, job opportunities that require the professional exercise of leadership.

Tujuan penelitian ini untuk mengetahui penerapan pendidikan karakter terhadap efektifitas penggunan kurikulum 2013 dalam persepektif moral bangsa dan untuk mengetahui kendala yang dihadapi guru dalam penerapan kurikulum 2013. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Teknik pengambilan sampel dengan menggunakan snowball sampling. Informan kunci dalam penelitian ini adalah kepala sekolah, waka kurikulum, wali kelas, guru dan siswa. Data penelitian diperoleh melalui tehnik observasi, wawancara dan dokumentasi. Data yang sudah terkumpul dianalisis melalui langkah reduksi data, penyajian data dan verifikasi. Hasil penelitian menunjukan bahwa (1) penerapan pendidikan karakter dalam penggunaan kurikulum 2013 sudah diterapkan secara efektif. Hal ini terlihat dari pengintegrasian pendidikan karakter oleh guru dalam setiap mata pelajaran. (2) dipandang dalam persepekif moral bangsa bahwa karakter yang dimilki siswa terindikasi sudah bermoral bangsa yang baik. Hal ini terbukti dari beberapa karakter yang diterapkan siswa dalam lingkungan sekolah seperti karakter religius, jujur, toleransi, peduli sosial, tanggung jawab, peduli lingkungan, bersahabat dan demokratis. (3) kendala yang dihadapi guru dalam penerapan pendidikan karakter yang utama adalah sarana dan prasarana dan minimnya waktu dalam kegiatan pembelajaran. Ini terlihat dari kurangnya sarana misalnya seperti LCD sebagai penunjang kegiatan pembelajaran dan ketidak tuntasan dalam penyampaian materi pembelajaran.The purpose of this study was to determine the application of character education to the effectiveness of the use of the 2013 curriculum in the nation's moral perspective and to find out the obstacles faced by teachers in the implementation of the 2013 curriculum. The sampling technique using snowball sampling. The key informants in this study were the principal, curriculum committee, homeroom teacher and students. The research data was obtained through observation, interview and documentation techniques. Data that has been collected is analyzed through data reduction steps, data presentation and verification. The results of the study show that (1) the application of character education in the use of the 2013 curriculum has been applied effectively. This can be seen from the integration of character education by teachers in each subject. (2) seen in the nation's moral perspective that the character possessed by students is indicated to have good moral values. This is evident from some of the characters applied by students in the school environment such as religious character, honesty, tolerance, social care, responsibility, caring, friendly and democratic. (3) constraints faced by teachers in implementing the main character education are facilities and infrastructure and the minimum time in learning activities. This can be seen from the lack of facilities such as LCD as supporting learning activities and incompleteness in the delivery of learning material.