Suchergebnisse

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

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

The empirical analysis of the effects of government policies on the incentives of economic agents is the leitmotif of the present thesis, with two distinct fields of application. While the first essay mostly contributes to the empirical banking literature, with a focus on the link between implicit guarantees for bank debt and political connections in Europe, the second one contributes to the field of education economics and is devoted to an analysis of the effects of bibliometric-based hiring and promotion schemes in Italian public universities on scholars' productivity. The two essays also share some methodological affinities. First, the two projects exploit two different identification strategies that have the common ambition of isolating and estimating a causal effect of public policies on the outcomes of interest. Second, the two works are characterized by the use of two original datasets, that have been obtained merging multiple sources of data, some of them pre-existing and others that have been hand-collected. Finally, the two essays share the novelty of the research questions they aim to answer, which are relatively unexplored by the existing literature.

Negli ultimi venti anni la formazione dei docenti di lingua inglese è stata messa alla prova dai nuovi scenari derivanti da fattori quali: il crescente numero di classi multilingui e multiculturali, la diffusa esposizione alle varietà dell'inglese tramite i prodotti multimediali, l'uso emergente dell'inglese come lingua franca (ELF) nella comunicazione interculturale, così come il nuovo riconosciuto ruolo degli insegnanti e dei formatori non-nativi in contesti istituzionali. Questioni di identità, standard, livelli di competenza, comunicazione interculturale e rilevanza linguistica sia per gli apprendenti sia per i docenti, richiedono un orientamento paradigmatico e una seria riconsiderazione del curricolo di inglese, della formazione dei docenti di lingua, delle politiche linguistiche così come della ricerca e delle pratiche didattiche. Nuovi modi di formulare esempi, modelli, e azioni in termini di obiettivi educativi e di attività di consapevolezza linguistica richiedono un'analisi più attenta dei dati linguistici al fine di sollecitare la riflessione dei docenti, svelare e provocare le convinzioni esistenti sulla lingua e sulla competenza linguistico-comunicativa. Questo capitolo illustra come due gruppi di docenti italiani di inglese partecipanti a due corsi di formazione condotti da un formatore non nativo, sono stati introdotti ad ELF tramite l'esposizione, l'analisi e l'uso di campioni linguistici e con attività di consapevolezza linguistica e di noticing. English language teacher education has been challenged in the last two decades by new scenarios deriving from factors such as: the growing number of multilingual and multicultural classrooms, the widespread exposure through multimedia to varieties of Englishes, the emerging use of English as a Lingua Franca (ELF) in intercultural communication as well as the acknowledged new role of non-native teachers and teacher-trainers in institutional contexts. Issues of identity, standards, proficiency levels, intercultural communication and language relevance for both learners and teachers demand for a paradigmatic orientation and for a serious reconsideration of the English curriculum, of language teacher education, of language policies as well as of research and practice. New ways in devising patterns, models and actions in terms of educational aims and of language awareness activities require a closer investigation of language data in order to elicit teachers' reflection, unveil and challenge existing beliefs about language and about language communicative competence. This contribution illustrates how two groups of Italian English language teachers respectively participating in pre- and in-service teacher education courses led by a non-native teacher trainer have been introduced to ELF through exposure, analysis and use of ELF language samples via language awareness and noticing activities.

This paper aims to reflect on the relationship between global and interculturaleducation. According to the "Global Education Charter" of the EuropeanCouncil, Global Education can be defined as the possibility/ability toeducate people to participate during their lives actively and responsibly inbuilding a global future in peace, in realizing an intercultural dialogue, insupporting education to beauty, and to the protection and preservation ofthe environment and of all living species. It means that Global Education isboth a theoretic perspective wider than "simple" intercultural education,and more directly connected with a global sensibility and with a deeperknowledge of planetary problems like migrations, wars, famine, structuralviolence, climatic change, ecologic disasters, human rights. It also implies atrue interdisciplinary approach which is really able to connect educationtheories to anthropological, sociological, political and epistemologicalmodels. ; Questo scritto intende riflettere sui rapporti tra la Global Education e lapedagogia interculturale. Partendo dalla "Global Education Charter" elaboratadal Consiglio Europeo, la Global Education può essere definite come lacapacità di educare le persone nel corso della loro vita a partecipare attivamentee responsabilmente alla costruzione di un futuro planetario all'insegnadella pace, del dialogo interculturale, dell'educazione al bello, dellatutela e della salvaguardia dell'ambiente e di tutte le specie viventi. Daquesto punto di vista è necessario sviluppare una sensibilità e unaconoscenza verso tematiche di ordine planetario – le migrazioni, le guerre,la fame, la povertà, la violenza strutturale, i disastri ambientali, il cambiamentoclimatico, i diritti umani, la democrazia – utilizzando una prospettivainterdisciplinare, capace di evidenziare fattori cruciali nella teorizzazionedella pedagogia: antropologico-formativi, socio-politici, epistemologico-culturali.

Este texto objetiva refletir acerca da Política Nacional de Educação Especial na Perspectiva Inclusiva, suas implicações nas políticas públicas e ações voltadas aos alunos da educação especial, a partir do contexto do Espírito Santo (ES). Focaliza as dimensões da política, da oferta e da gestão no período de 2008 a 2018. Trata-se de um estudo de caso com o propósito inicial de historicizar a educação especial no estado, por meio da consulta a leis, resoluções, decretos e outros documentos, entrecruzados com os relatos dos gestores públicos de educação especial, na busca por captar as implicações da política nacional nas ações voltadas a essa população no ES. Por último, o estudo problematiza a trajetória da matrícula nas redes de ensino por meio de análise de matrículas do censo escolar relativas à educação especial. A análise aponta que as políticas de educação especial, no Brasil e no ES, são resultado de disputas, negociações e correlações de forças políticas de diferentes grupos sociais no âmbito do estado. Nesse sentido, revelam nuances e contradições, pois, ao mesmo tempo que asseguram a inclusão dos alunos da educação especial no ensino regular, também estabelecem apoio técnico e financeiro às instituições privadas sem fins lucrativos com atuação em educação especial. ; This text aims at reflecting on the Brazilian National Policy in Special Education in the inclusive perspective, its implications on the public policies and actions aimed at special education students, in the context of the Espírito Santo state (ES), Brazil. It focuses on the dimensions of politics, offer and management from 2008 to 2018. It is a case study which has as its initial goal of historicizing special education in the state, through the investigation of laws, resolutions, decrees and other documents, cross-linked with reports from public administrators in special education, in the search for grasping the implications of the national policy towards this population in the state of Espírito Santo. Finally, this study questions the enrolment process in the education system by analyzing the records of the School census concerning special education. The analysis suggests that the national policies for special education in Brazil and in the state of Espírito Santo, are the result of disputes, negotiations and connections with political forces from different social groups in the state context. In this respect, there are nuances and contradictions, for, at the same time that they ensure the inclusion of special education pupils in regular school, they also offer technical and financial support to non-profit private institutions performing in the special education area.

In this paper we will discuss the basis of Brazilian educational funding regarding basic education. The FUNDEB, which ends in 2020, enabled the decentralization of basic education by transfering funds according to the number of registrations per school network. This model takes into account the budget capacity of the Federal Government and other federal entities, not an initial floor that allows school units to meet their operating expenses. At this moment, we discuss the design of a new standard, based on a minimum value per student. ; In this paper we will discuss the basis of Brazilian educational funding regarding basic education. The FUNDEB, which ends in 2020, enabled the decentralization of basic education by transfering funds according to the number of registrations per school network. This model takes into account the budget capacity of the Federal Government and other federal entities, not an initial floor that allows school units to meet their operating expenses. At this moment, we discuss the design of a new standard, based on a minimum value per student.

Contrary to the legal framework in place, which establishes the need to increase the offer of early childhood education for children from zero to five years old, the State has not yet been able to operate in order to meet this social and educational demand. Offering this education level is mainly the responsibility of municipalities, and they have failed to reach the goal of universal preschool education by 2016 as set forth by the National Education Plan (PNE 2014/2024). With regard to day-care centers, the government does not fulfill its obligation to meet the existing demand, thus restricting the access to education for children from zero to three years old to nearly insignificant figures, with day-care service being often provided by private institutions alone or in partnership with municipalities. This situation led to the development of a study that analyzed proposals presented in the Municipal Education Plans of municipalities in the Metropolitan Area of São Paulo with regard to early childhood education expansion targets and the service modalities foreseen to meet them, thus allowing to assess the potential to reverse the insufficient offer for children at this level of Basic Education. Data collected from the Plans show a tendency of insufficient articulation between the context diagnosis, the expansion goals established and the respective strategies and resources indicated to achieve them, therefore not supporting the assumption that these plans have the potential to meet the demand for early childhood education, especially with regard to day-care centers. ; À revelia do arcabouço legal existente que estabelece a necessidade do aumento da oferta e do atendimento das crianças de zero a cinco anos, na educação infantil, o Estado ainda não conseguiu operar no sentido de atender a essa demanda social e educacional. Os municípios, principais responsáveis pela oferta da etapa, não alcançaram a meta de universalização da pré-escola até 2016, prevista no Plano Nacional de Educação (PNE 2014/2024). Em relação às creches, o poder público não cumpre o dever de oferecer vagas para a demanda manifesta, o que restringe o acesso à educação para crianças de zero a três anos a percentuais quase irrisórios, cujo atendimento se dá, em muitos casos, por instituições privadas ou conveniadas com as prefeituras. Essa conjuntura motivou o desenvolvimento de estudo que analisou proposições presentes nos Planos Municipais de Educação dos municípios da Região Metropolitana de São Paulo, relativas às metas de expansão da educação infantil e às modalidades de atendimento previstas para o seu cumprimento, o que permite aquilatar o potencial de reversão da carência de vagas para atendimento das crianças nessa etapa da Educação Básica. Os elementos coletados nos Planos evidenciam, como tendência, insuficiente articulação entre o diagnóstico do contexto, as metas de expansão estabelecidas e as respectivas estratégias e recursos indicados para sua consecução, não apoiando a suposição de seu potencial de viabilizar o atendimento à demanda por educação infantil, em especial às creches.

L'importanza del saper progettare si coniuga con la proposta di una centratura sui territori, nell'ambito dei quali i soggetti destinatari non sono più da considerarsi meri recettori di interventi progettati a monte, ma protagonisti attivi degli stessi. L'educatore, in siffatto frangente, assume un ruolo eminentemente politico e adotta l'idea-guida dell'animazione socio-culturale, così da connettere il piano della progettualità con quello della progettazione vera e propria. Si offrono, infine, delle analisi inerenti ai contenuti core della classe delle lauree L-19, individuati, a livello nazionale, attraverso il progetto di ricerca Teco-D Pedagogia; delle piste di ricerca e delle linee di contaminazione attuativa fra i teorici e i pratici; alcune proposte contenutistiche relative al percorso di formazione degli educatori di nido e socio-pedagogici in ordine al tema ineludibile, e talora trascurato, della progettazione educativa. ; The importance of knowing how to design is constantly and inevitably experienced in the concreteness of the territories. In the social field, the recipients are no longer to be considered mere receptors of interventions planned upstream, but active protagonists. In this situation, the educator assumes an eminently political role and adopts the socio-cultural animation framework, connecting individual projectuality and community planning. Finally, the article presents an analysis of the core contents of the degrees class L-19, identified, at the national level, through the research project Teco-D Pedagogia; some research paths and lines of contamination and implementation between researchers and professionals; various content proposals related to the training path of kindergarten and socio-pedagogical educators in order to the unavoidable, and sometimes neglected, theme of educational planning.

This paper aims to present some of the intermediate results of a PhD research on "Teaching Citizenship and the Italian Constitution in a Community of Democratic Practice" which is taking place at the University of Tourin (Department of Educational Sciences). The research has been structured as a research-training, that is a way for the in-service teachers' training, according to the Decree n. 797/2016. It has been carried out with three groups of upper secondary education teachers in a Piemonte area. It has produced a useful scheme for programming for citizenship skills, a reflection on the importance of the relational climate among teachers and on the features of the school environment that are required to be a Community of democratic Practice.

Este artigo apresenta resultados de pesquisa sobre o uso do gênero nos 25 planos estaduais e distrital de educação promulgados entre 2014 e 2016. Demonstramos que as disputas em torno das questões de gênero nos planos evidenciam que não existe apenas uma forma de excluir ou incluir o tema, a saber: o veto; a omissão do termo e de outros a ele relacionados; a explicitação do gênero como um direito das mulheres e da população LGBT para a garantia de acesso e de permanência à educação de qualidade e o uso parcial com referências aos direitos humanos, à garantia de alguns direitos das mulheres e à cultura da paz. Mais da metade dos planos inseriu questões relativas à agenda das mulheres, sob uma perspectiva de gênero. Quase um terço dos planos expressam clareza de que a garantia de acesso e permanência com qualidade passa pelo enfrentamento das desigualdades de gênero. O caráter fixo e binário da oposição entre significados masculinos e femininos foi problematizado ao se incluir o combate ao sexismo, ao machismo e à LGBTfobia. Entretanto, vários planos manifestam o avanço de pautas conservadoras com a exclusão do gênero, corte ou limitação da agenda LGBT e inserção de itens que submetem a abordagem destes temas na escola à concordância das famílias. Conclui-se que o avanço conservador antigênero, ao menos no momento examinado, contrapõe-se à manutenção de várias conquistas. Permanecem, portanto, as contradições nas disputas de poder pela contribuição do gênero na função social da educação. ; This article presents the results of a research on the use of gender in education plans of 25 Brazilian states and the Federal District, enacted between 2014 and 2016. We demonstrate that the disputes around the gender issues in the plans bespeak that there is not just one way of excluding or excluding the topic, namely: the veto; leaving out the word and other related terms; the specification of gender as women´s right and the right of the LGBT community in order to ensure access to and permanence in quality education, and the partial use associated with human rights, the guarantee of some women´s rights, and the culture of peace. Over half the plans included issues related to the women´s agenda in a gender perspective. Almost one third of the plans clearly express that ensuring access and permanence with quality involves confronting gender inequalities. The fixed and binary nature of the opposition between male and female meanings was problematized when fighting sexism, machismo, and LGBTphobia was embraced. However, several plans indicated the move of conservative agendas by excluding gender, by cutting or limiting the LGBT agenda, and by including items that demand that dealing with such topics be subject to family approval. Conclusion is that the conservative anti-gender advance, at least in the period under screen, is opposed to maintaining a number of political achievements. Therefore, contradictions remain in the disputes of power through the contribution of gender in the social function of education.

In order to answer the call of Agenda 2030 (UN, 2015), higher education must assist in giving form to a new society in which democracy is cultivated in both the minds and practices of our society. A democratic education is the answer to the challenges of contemporary society, which is characterized by indifference and an unwillingness to engage for the common good. Educational practices are often aligned to this trend so that they are planned with the aim of developing competences useful for individual success and the economic improvement of society. It is necessary to envision a new design for higher education that promotes in people the disposition to engage in the construction of a society where everyone has an equal opportunity to live a good and fulfilling life. Useful for this purpose can be a rediscovery of the classical position of Plato, Socrates, and Aristotle that present virtue and ethics as a theoretical framework for education. This framework can be used as a foundation upon which to renew academic practices by planning and designing experiences able to translate theory into actions. Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. If useful for redirecting higher education, service learning is particularly suitable for educating teachers, the practitioners who have a great responsibility for transforming society through education. In this paper, after developing the appropriate theoretical framework, we present, as an example of service learning, the Community Research Service Learning experience carried out at the University of Verona in the Primary Teacher Education master's degree program.

The pedagogic thought of Paulo Freire, often defined as a Rousseau of the XX century, recalls in its contents to the theology of liberation. Some of the pillars of this new theological theory, born in South America, are the roots of the theoretical and practical approach of the Brazilian educationalist,academically born with some conceptions close to Marxist-Gramscian ideals, associated to Christianism. His work on the field is addressed to the Brazilian working class, poor and illiterate, that thanks to the educational method applied by Freire, manage to conquer their own rights.So, not only the conventional educational praxis, not culture as a mean of democracy, but as a mean to reach freedom and democracy. The Christian doctrine of the theology of liberation, is for Freire this way an important pillar for the social struggle that aim to eliminate class differences and removeall those obstacles to freedom and equality. The movement was created the great dictatorial regimes that during the XX century have oppressed people in South America, which was a direct expression of the colonial period brought on by the Europeans and that, during the '900, found a fertile groundto install dictatorships closely tied to the economic powers of that time.The new way of spreading culture, modern and anti-colonial (in the sense to cut ties with the colonialists) propose a new social scheme of liberation of the populations, especially South American, from the chains of ignorance and dependence from the dominator. We may also propose a pioneering outlookof Freire towards education and the formulation of a collective and unitary people conscience. ; Il pensiero pedagogico di Paulo Freire, spesso definito un Rousseau del XX secolo, si rifà nei suoi contenuti alla teologia della liberazione. Alcuni dei pilastri di questa nuova teoria teologica, nata proprio in Sudamerica, sono alla base dell'operato teorico e pratico del pedagogista brasiliano, nato accademicamente con delle concezioni di stampo marxista gramsciano associate al ...

Bullying has been considered as a multidimensional form of aggression which includes a double distinction, distinguishing the form of aggression and its functions. In the school context, bullying is considered a primary issue with figures up to 35%. Two forms of aggression have traditionally been considered: physical aggression and relational/social aggression. In Italy regional laws have been enacted on prevention and fight against bullying and cyberbullying and the parliament started the legislative iter to recognize bullying as a form of stalking. Physical education (PE) potentially promote behaviors and attitude against bullying but PE setting has also been linked to bullying episodes: victims of bullying can tend to avoid PE lessons as a potential situation that make them feel vulnerable; on the other hand, PE can exert beneficial effects in encouraging the externalization of emotions and improving social skills. PE teaching styles and teachers' proactive attitude are crucial to promote a friendly environment and to avoid potential situation of discrimination. PE teachers should try to enhance self-efficacy as well as social competences of their students and avoiding creating embarrassing sit-uation due to physical appearance and/or poor motor skills. Future research should address behaviors of PE teachers to contrast bullying, evaluate the positive/negative role of PE in bullying situations, explore the prevalence of bullying at school respect to the other disciplines. ; Il bullismo è stato considerato come una forma di aggressione multidimensionale che comprende una doppia distinzione, tra la forma di aggressione e le sue funzioni. Nel contesto scolastico, il bullismo è considerato una questione primaria con cifre fino al 35%. Tradizionalmente sono state considerate due forme di aggressione: l'aggressione fisica e l'aggressione relazionale/sociale. In Italia sono state emanate leggi regionali sulla prevenzione e la lotta al bullismo e al cyberbullismo e il Parlamento ha avviato l'iter legislativo per ...

O artigo discute, em um primeiro momento, questões relativas à configuração da política de Educação Especial no Brasil a partir dos anos 2000, destacando elementos que marcaram o processo de institucionalização da inclusão dos alunos, público alvo da educação especial na escola comum, bem como seus desafios atuais. Tendo como referência essas problematizações, busca-se, em um segundo momento, contextualizar os trabalhos que compõem esta Seção Temática. Partindo de abordagens teórico-metodológicas distintas, esses textos conservam em comum uma preocupação ética com os desdobramentos da Educação Especial para a sociedade e com a efetivação do princípio constitucional da educação como um direito de todos. ; The article discusses, at first, questions related to the configuration of the Special Education policy in Brazil from the 2000s, highlighting elements that marked the process of institutionalization of the inclusion of students, the target audience of special education in the common school, as well as challenges. With these problematizations as reference, it is sought, secondly, to contextualize the works that make up this Thematic Section. Based on different theoretical and methodological approaches, these texts share an ethical concern with the development of Special Education for society and with the implementation of the constitutional principle of education as a right of all.