Suchergebnisse

As media education concepts and practices have been disseminated and strengthened in European countries and Americas, the policies responsible for that expansion remain little known, particularly in countries where the achievements have been recently noted. That is the case for Brazil, where there have been new opportunities for media education, considered as a valuable resource to help accomplish goals of the educational system. This paper looks into the contribution of media education to the enhancement of teaching and learning in the context of innovations brought by recent policies of the Brazilian Ministry of Education. After educational reform programmes which brought the opportunity for emerging fields such as media education, we produced teaching material and conducted a series of workshops with students and teachers from state secondary schools. By reading and producing multimedia information about local public services available to young people, pupils learned about democracy, citizenship, civic engagement, media language, and identity. Lessons from our experiment are discussed against the backdrop of education policies being implemented to ameliorate harsh conditions resulting from the recent economic crisis. We suggest that media education can help by creating a learning environment in which the students become aware of the value of educational attainments.

As media education concepts and practices have been disseminated and strengthened in European countries and Americas, the policies responsible for that expansion remain little known, particularly in countries where the achievements have been recently noted. That is the case for Brazil, where there have been new opportunities for media education, considered as a valuable resource to help accomplish goals of the educational system. This paper looks into the contribution of media education to the enhancement of teaching and learning in the context of innovations brought by recent policies of the Brazilian Ministry of Education. After educational reform programmes which brought the opportunity for emerging fields such as media education, we produced teaching material and conducted a series of workshops with students and teachers from state secondary schools. By reading and producing multimedia information about local public services available to young people, pupils learned about democracy, citizenship, civic engagement, media language, and identity. Lessons from our experiment are discussed against the backdrop of education policies being implemented to ameliorate harsh conditions resulting from the recent economic crisis. We suggest that media education can help by creating a learning environment in which the students become aware of the value of educational attainments.

This paper presents an overview of the salient features of today's technical education and the growth and development of technical education in India from the eighteenth century. The nineteenth century has witnessed the birth many branches of engineering and technology in addition to the classical one of civil and mechanical. It also provides and insight into the Technical Education before independence from Vedic period. A detailed survey of growth of technical education and development of technical institutions has been made various commissions and committees on Technical Education have been briefly explaining and their recommendations. After independence Government has appointed various committees to suggest the growth and development, has also been discussed. National Policy on technical education challenges of Technical Education, Quality improvement and industry-Institution collaboration in Technical Education, Research and development, scientific and Industrial development as well as the National Policy of Education (NPE) and other vital facets has also been discussed. AICTE framed rules, regulations and guidelines in all India level in Engineering have been reviewed. At the end of the paper National Knowledge Commission has been discussed. The paper also enumerates various recommendations of committees appointed by central Government.

This paper discusses racial relations in teaching of children´s and young literature in Brazil. Based on the laws 10.639/2003 and 11.645/2008, which require that Brazilian schools teach the history and culture of Afro-Brazilians and Native Nations, we seek to problematize the applied research project From Reader To Reader, considering the effectiveness of the cited laws and the receiving of the African and Afro-Brazilian literary books brought together in Kit Afro: an affirmative policy of democratization of the access to literary production for diversity implemented by the Municipal Teaching Network of Belo Horizonte. Our discussions are guided by studies about race relations in Brazil (GOMES, 2012), teaching of literature (OLIVEIRA, 2015) and transcultural and decolonial pedagogy (HOPENHAY, 2009; WALSH, 2017).

This handbook suggests a global, transnational perspective on the history of education as a field. Apart from an introductory chapter written by the editors, the text includes 36 articles divided into six parts. Each article describes a subject in the field and ends with a bibliography for further reading. As repeatedly stressed in the book, this field has developed since the early nineteenth century with the emergence of the modern nation-state. Its scope and content expanded and underwent some transformations since the 1960s with the introduction of new perspectives, issues, and methods through interaction with the discipline of history and the broader social sciences.

Since the 1990s, Brazil has experienced a growing public debate about policies of ethnic affirmative action. The arguments invoked by the opponents of affirmative action quotas, expressed in scientific publications, the mass media and even manifestos, have been the subject of study in several research projects. In their analyses, these scholars have concluded that the the anti-quota arguments suffered from logical inconsistency, theoretical and methodological flaws or simple lack of empirical evidence. However, anti-quota rhetoric appears to persist seemingly unaffected by academic counter-arguments, if not in the academic debate, at least in public opinion. This paper argues that the persuasive power of anti-quota arguments derives from the strategic use of specific rhetorical strategies, based on time-proven classical speech imagery that foreground evidence and logic even where speculation and heuristics are the actual foundation. Using methods of Critical Discourse Analysis I will analyze a representative corpus of prominent public discourses against ethnic affirmative action quotas in order to demonstrate how rhetorical strategies are deployed in these texts, showing how they broadly mirror the proposition of a "Rhetoric of Reaction" (Hirschman 1991). These rhetorics, I argue, draw heavily on the myth of "racial democracy" combined with a long-standing national master-narrative of Brazilian exceptionalism, the combination of which masks racial animosity and defers policy action to support ethnic minorities.

We are currently living the Anthropocene, a period in which humans have generated impacts on nature that corresponds to a geological force capable of modifying the planet's biophysical parameters, affecting its sustainability. Knowledge is a condition for emancipation, and citizens endowed with sustainability knowledge will be able to influence political decisions and the society. Currently, the universities are expected to provide tools for understanding environmental issues from a more holistic perspective, rather than relying on traditional reductionist approaches. Thus, the objective of this study was to investigate the Brazilian Federal Technological Scientific Professional Education Network's (RFEPCT) commitment to relevant environmental issues raised by the Anthropocene. Additionally, the 'information regime' approach was selected to identify factors that may contribute or influence its composition and the information-power relationships. The results show that the RFEPCT members' actions are carried out in isolation, needing an element that integrates information and effectively articulates their social networks. The managerial priority was mostly motivated by economic issues or by public regulation and requirements. This study presents an original and unique Mapping on RFEPCT Information Regime elements and offers a HEI Environmental Agenda as a contribution.