Suchergebnisse

Purpose: Analyzes satisfaction with the Federal University of Integration of Latin America (UNILA). Focused on the development of a new educational scheme in Latin America, being a university more open to change, multicultural, bilingual and Latin American.
Methodology: the institutional evaluation quantitative methodology would be applied by the multidimensional method, being able to contemplate all the specificities of the academic community.
Findings: This study answers four hypotheses that are within the four large educational dimensions evaluated. The results show that there are around 62% of satisfaction throughout the university, but they also indicate a concern for international, social and educational cooperation.
Research Limitation: The main limitation of the investigation is related to the period of time considered (one year). Therefore, it is recommended to verify the results obtained in this study, carrying out a longitudinal investigation (considering more years).
Originality: We generated a model that is oriented towards a generic measurement of satisfaction and it was builted considering the four distinguishing dimensions required by Educational Minister. All results were analyzed in a linear regression econometric model that were show us the level of significance of each question.
KEYWORD: Multicultural education, evaluation technique, multidimensional analysis, regression econometric model, Reliability and validity.

Herbert S. Klein and Francisco Vidal Luna present a sweeping narrative of social change in Brazil that documents its transition from a predominantly rural and illiterate society in 1950, to an overwhelmingly urban, modern, and literate society in the twenty-first century. Tracing this radical evolution reveals how industrialization created a new labor force, how demographic shifts reorganized the family and social attitudes, and how urban life emerged in what is now one of the most important industrial economies in the world. A paradigm for modern social histories, the book also examines changes in social stratification and mobility, the decline of regional disparities, education, social welfare, race, and gender. By analyzing Brazil's unprecedented political, economic, and social changes in the late twentieth and twenty-first century, the authors address an under-explored area in current scholarship and offer an invaluable resource for scholars of Latin American and Brazil.

The present paper explores the relationship between agrarian structure and human capital formation between and within Brazil's federal units. It is argued that whether states' agriculture is in plantation style, based on cheap coerced labor, or organized around family farming matters for the formulation of educational policies. According to the main claim, landlords were not interested in paying higher taxes to educate the masses and curtailed the expansion of schooling in order to keep a cheap workforce and maintain their monopoly over the decision-making process. Describing several episodes in Brazil's history of public instruction, the paper stresses the distributional conflicts over education as well as the rural aristocracy's resistance towards broadly-targeted, citizenship-enhancing educational policies. The descriptive evidence is complemented by statistical analyses employing historical as well as more recent data. It is shown that states characterized by a more egalitarian land distribution, which are not under the dominance of powerful landlords, exhibit better educational coverage and enhanced instruction quality. They also spend more on schooling.

In this article we intend to elaborate, in narrative-descriptive form, a brief reconstruction of the trajectory covered by the History of Brazilian education and, especially of History teaching, in the period between the colonial period until the 1990s, through documentary research as well as, and mainly, through bibliographic research from the works produced in the last decades by relevant authors on this theme.

Educational policy in developing countries has often been designed in imitation of current practice in the industrialized world, even though that practice is itself the subject of a great deal of criticism. Current aid practices have reinforced the imitative approach to educational development. It is possible, however, for both developed and developing countries to learn from the mistakes of developed systems, and to derive lessons emphasizing such attributes of educational systems as flexibility, articulation, recognition of experimental learning, the provision of alternatives, and close cooperation with the community as being important elements of educational policy.

In this paper, we check whether the effects of monetary policy actions on output in Brazil are asymmetric. Therefore, we estimate Markov-switching models that allow positive and negative shocks to affect the growth rate of output in an asymmetric fashion in expansion and recession states. In general, results show that: i) the real effects of negative monetary shocks are larger than those of positive shocks in an expansion; ii) in a recession, the real effects of positive and negative shocks are the same; iii) there is no evidence of asymmetry between the effects of countercyclical monetary policies; and iv) it is not possible to assert that the effects of a positive (or negative) shock are dependent upon the phase of the business cycle.

IntroductionRepeat pregnancy among adolescents is associated with preexisting disadvantages related to the adolescent's social and cultural background. In Brazil, there is a lack of studies that evaluate repeat pregnancy during the entire adolescence period. Record linkage is a useful tool for following adolescents after the birth of their first child.
Objectives and ApproachTo estimate pregnancy repetition during adolescence and to evaluate the effect of inadequate schooling during the first pregnancy on repetition in a cohort of adolescents in Rio de Janeiro City who had their first live-born child between the ages of 15 and 18. We carried out a non-concurrent cohort study using probabilistic record linkage techniques. The association between mother's schooling and at least one repeat pregnancy during adolescence was evaluated through risk ratios adjusted for mother's age, estimated using generalized linear models with binomial distribution and Neperian logarithm function. We also evaluated the interdelivery interval.
Results9,285 adolescents were included in the study. Of these, 29.4% had inadequate schooling at the time their first child was born and 9.9% had at least on repeat pregnancy during adolescence. The risk of repeat pregnancy was significantly higher in the group with inadequate schooling (adjusted RR=1.19; 95% CI= 1.05-1.34), when compared with the group with adequate schooling. Half of the teenage mothers had an interval between the first and the second pregnancy of less than 24 months, with data showing no statistically significant difference between the two groups with respect to adequacy of mother's schooling. Adolescents with more than one repeat pregnancy had the worst prenatal and labor care indicators, as well as the highest incidence of premature births.
Conclusion/ImplicationsInadequate schooling at the time of the first child's birth increases the risk of repeat pregnancies during adolescence. Additionally, inadequate schooling and a history of repeat pregnancies during adolescence are markers of populations that accumulate disadvantages in access to care and in pregnancy outcomes.

The progressives, public education, and educational research -- Controversies over the origins of educational research -- Defining status and privilege in educational research -- Origins of public education and educational research : the common school -- Education as a conscious business : Herbart and the Herbartians -- Darwinism in the United States -- Child study, G. Stanley Hall, Arnold Gesell, and Lewis M. Terman -- Educational efficiency and tests : Daniel Starch and Stuart A. Courtis -- The laws of learning : the legacy of Edward L. Thorndike -- The mental hyiene movement : psychiatry Rockefeller philanthropy and the promotion of a medical model in educational research -- Nature-nurture controversies : institutionalizing interlligence as a variable in educational research -- Cultural lag : the Laura Spellman Rockefeller Memorial and educational research -- Educational reform and educational research in the post-World War II era -- The achievement gap : the Coleman report and its legacy in no child left behind -- The history of education as educational research : the national agenda and a discipline