Teaching reforms are the object of research in Education. The 1920 reform of public teaching in the state of São Paulo was analyzed, led by Sampaio Dória, from a standpoint of legal prescriptions and its implementation in a specific reality, the Normal School of Piracicaba/SP. The implementation counted on a group of teachers, which is our privileged object of research. From such group, we learn the establishment of a power gradient producing social figuration out of recognized pedagogic, literary, artistic and political nationalistic domains. The power and figuration concepts proposed by Norbert Elias provide us with theoretical support. The 1920 reform, a network of interdependent people and its unfolding are analyzed in this article. ; As reformas de ensino são objetos de pesquisa em Educação. Analisou-se a Reforma de 1920 da instrução pública paulista, dirigida por Sampaio Dória, do ponto de vista das prescrições legais e de sua implantação em uma realidade específica, a Escola Normal de Piracicaba/SP. A implantação contou com um grupo de professores que é o nosso objeto privilegiado. Dele apreendemos a formação de uma figuração social produtora de gradientes de poder a partir de reconhecidos domínios pedagógicos, literários, artísticos e político-nacionalistas. Os conceitos de figuração e de poder propostos por Norbert Elias nos dão suporte teórico. A Reforma de 1920, uma rede de pessoas interdependentes e seus desdobramentos são analisados neste artigo.
School chronicles are an important but sometimes underestimated source of information for the history of education. The difficulties with their use result from their dispersion, lack of availability and subjective nature. However, despite their subjectivity, they can provide extremely interesting information, e.g. on the biographies of individual educators. This article focuses on the war fate of school teachers in the Eastern Greater Poland. Almost all of them lost their jobs as a result of the closure of schools. Many were deported to the General Government or to forced labour in Germany. Those who stayed undertook off-an-on work or jobs that had nothing to do with the teaching profession. Despite the threat to their lives, some of them were also engaged in secret teaching. Unfortunately, there were also those who decided to collaborate with the German occupier. The research included in this article should be considered an introduction to research in this source area. ; School chronicles are an important but sometimes underestimated source of information for the history of education. The difficulties with their use result from their dispersion, lack of availability and subjective nature. However, despite their subjectivity, they can provide extremely interesting information, e.g. on the biographies of individual educators. This article focuses on the war fate of school teachers in the Eastern Greater Poland. Almost all of them lost their jobs as a result of the closure of schools. Many were deported to the General Government or to forced labour in Germany. Those who stayed undertook off-an-on work or jobs that had nothing to do with the teaching profession. Despite the threat to their lives, some of them were also engaged in secret teaching. Unfortunately, there were also those who decided to collaborate with the German occupier. The research included in this article should be considered an introduction to research in this source area.
Orientados por la Teoría Crítica de la Sociedad, analizamos el contenido de entrevistas con 17 profesores de cinco escuelas públicas de São Paulo acerca de lo que produce y lo que se debe hacer para reducir el bullying. Identificamos tres categorías de respuestas: que expresan conciencia crítica sobre su producción y reducción; que denotan la participación en relación a su combate, pero limitada conciencia acerca de sus causas; y que demonstram consciencia restricta en ambos los casos. Una vez que la conciencia debilitada se destacó en la mayoría de los casos, llegamos a la conclusión que ampliar las acciones destinadas a la formación conceptual reforzaría junto a los profesionales que tengan la intención de hacer frente a este tipo de violencia, sea a través de la intervención directa, del desarrollo de las pesquisas o proposición de políticas públicas. ; Orientados pela Teoria Crítica da Sociedade, analisamos o conteúdo de entrevistas de 17 professores de cinco escolas públicas paulistanas acerca do que produz o bullying e do que deve ser feito para reduzi-lo. Identificamos três categorias de respostas: as que expressam consciência crítica a respeito de sua produção e redução; as que denotam engajamento em relação a seu combate, mas consciência restrita a respeito de suas causas; e as que apresentam consciência restrita em ambos os casos. Como a consciência fragilizada se destacou na maioria dos casos, concluímos que ampliar ações destinadas à formação conceitual a fortaleceria junto a profissionais que se propõem a enfrentar esse tipo de violência, quer seja por meio da intervenção direta, do desenvolvimento de pesquisas ou da proposição de políticas públicas. ; Sous l'orientation de la Théorie Critique de la Société, on a analysé le contenu d'entretiens avec 17 professeurs de cinq écoles publiques de la ville de São Paulo au sujet de ce qui produit le bullying et de ce qui doit être fait pour le réduire. On a identifié trois catégories de réponses : des réponses qui expriment une conscience critique à l'égard de sa production et de sa réduction ; des réponses qui témoignent un engagement pour le combat contre le bullying, mais une conscience restreinte en ce qui concerne ses causes ; et, finalement, des réponses qui présentent une conscience restreinte sous les deux rapports. Comme la conscience fragilisée a ressorti dans la plupart des cas, on a conclu que l'amplification des actions destinées à la formation conceptuelle la fortifierait avec les professionnels qui se proposent d'affronter ce type de violence, soit par l'intervention directe, soit par le développement de recherches, soit par la proposition de politiques publiques. ; Based on the Critical Theory of Society, we analyzed seventeen interviews with teachers of five public schools from the city of São Paulo regarding the causes of bullying and what should be done to reduce it. We identified three categories of answers: those that express critical consciousness of its construction and reduction; those that indicate engagement regarding its combat, but restricted consciousness of its causes; and those that present limited consciousness in both cases. Since the weakened consciousness stood out in most cases, we concluded that amplifying actions intended to provide conceptual formation could strengthen it more than professionals who confront this form of violence, whether through direct interventions, through further research on the subject, or through the proposal of public policies.
The world is experiencing the communication age, and health is among the areas that reap benefits from the insertion of new resources into people's lives. In this context, Information and Communication Technologies (ICTs) hold a prominent place, being applied to information processing, storage, search and transmission in digital format, providing increased agility and reliability to information exchange(1,2). In the health area, ICTs play a progressively more important role, being present in the areas of clinical, managerial and assistance practices, as well as in support to decision-making on the part of professionals and managers.In this scenario, technology can influence and modify people's way of living and acting, even when these issues are related to the health promotion and care context. The relevance of incorporating technologies into health care is thus reassured(3,4). With regard to vocal health, it implies a re-dimensioning of self-care, once the disorders of the vocal apparatus are part of the universe of professionals who use their voice, with emphasis on the teachers, this being a reality that requires confrontation through political and technological measures that offer resolution for such a recurrent problem as this.A study(5) carried out with 351 female teachers working at municipal elementary schools of Fortaleza, Ceará, Brazil, has shown that more than half of them presented more than six vocal symptoms and that, despite perceiving themselves exposed to more than six vocal risk factors, they had never participated in a vocal health program, which corroborates other Brazilian studies(6,7).It should be emphasized that, in addition to the shortage of educational actions in vocal health, Brazilian public policies and legislation aimed at teachers' health are flawed and restricted(8). Therefore, attention is drawn to the importance of developing communication campaigns addressing health and the technological resources aimed at vocal health, in order to reinforce the need for continuously taking ...
This paper aims to address the prognoses for the processes of inclusion and accessibility for blind students in teaching activities and in educational institutions, both within the classroom, laboratories and other physical facilities of the University both in virtual spaces of main research for the visually impaired. The analysis began from the participant observation and interviews with teachers and technicians of the UFT. It is concluded that the initiatives for the inclusion of blind student cross through the individual and collective spheres and includes new attitudes of the systems and portals developers on the internet.
This article aims to show the pedagogical potential of the use of 'marginal poetry' in Sociology classes. The urban chronicler Miró da Muribeca was chosen to support this work. His poetry, considered by critics as 'marginal poetry', approaches sociological themes and concepts in addition to everyday experiences common to students' habitus. The use of this type of poetry in the classes of Sociology functioned as a didactic tool that enabled the students to hatch from a greater taste by the classes associated to a greater understanding of the contents approached through the partnership between the school and the Institutional Program of Initiation to Teaching Scholarships (PIBID) of CAPES/CNPq. It is possible to develop in this specific case, these activities and bring the teachers in formation from day to day of the school, allowing a connection between the University and school.
Celem Procesu Bolońskiego było stworzenie w 2010 roku atrakcyjnego i konkurencyjnego Europejskiego Obszaru Szkolnictwa Wyższego. (EOSW). Artykuł miał zaprezentować najważniejsze reformy w europejskich systemach szkolnictwa wyższego, które dotyczyły: zwiększenia jakości w szkolnictwie wyższym, poprawienia mobilności wśród studentów i nauczycieli, współpracy, systemu wspólnych trzystopniowych studiów, wykorzystania systemu punktów (ECTS) oraz zatrudnialności. Proces Boloński osiągnął znaczące rezultaty, a państwa uczestniczące w nim dokonały istotnych zmian. ; The essential objective of the Bologna Process was the launching o f a competitive and attractive European Higher Education Area (EHEA) in 2010. The main aim of the article is to present the most important reforms in Europe's higher education system as concerns improvement in the quality o f higher education, enhancing mobility o f students and teachers, cooperation, the common three-cycle degree system, system o f credits (ECTS) and employability. The Bologna Process has achieved remarkable results and the participating countries have made significant changes.
Sickle cell disease encompasses a group of hereditary hemolytic anemias, of Afro-descendant origin, which changes the shape of red blood cells, changing its elliptical form to that of sickle, when in crisis. People with sickle cell disease may have frequent crisis, which impairs their social activities, including schoolrelated ones.With this in view, the purpose of this study was to evaluate the importance of the school for the intellectual and social development of students with sickle cell disease. To carry out this study a structured questionnaire was appliedto students with sickle cell diseaseand their mothers, teachers, engineers and managers of two public schools in the city of Monte do Carmo -TO. The results evidencedstudents' difficulties with the disease inschool environment, the perceptionof mothers in relation to the limitedpedagogical monitoring of their children from teaching units and the lack of knowledge from education professionals about the subject. Therefore, studentswith sickle cell diseasecan't enjoy a satisfactory learning, as they don't receive proper monitoringin their cognitive, personal and schoolneeds, which signals the need ofcontinuous guidancefor education professionals, focused on this subject.
The paper addresses the multiplatform app "WhatsApp Messenger" and their use of online instant messaging and voice calls to smartphones. In Distance Education, Federal University of Federal University of Tocantins (UFT), this application has been used as a communication mobility strategic mobile since the management of courses and programs offered in 16 classroom support poles are located Board headquarters of large distances Educational Technology (DTE) that manages the undergraduate courses in distance education through the System Open University of Brazil (UAB). The UFT through its Board of distance education has 5 undergraduate courses with an enrollment of 1,273 students divided into 52 classes. The implementation of online communication group of distance education managers in the App WhatsApp and its interface with teachers, poles coordinators, directors of the campuses has made communication and managers DL ubiquitous. A redefinition of communicating characterized by the multidimensionality of the indivisible space of your hypermobility, that is, their physical mobility expanded by mobile devices, as in the case of WhatsApp. Its theoretical approach results from studies and research in the Stricto SensuPostgraduate Program in Education PPGE/UFT.
A temática desse estudo, que ganha destaque no cenário de baixa atratividade da carreira docente, discute os primeiros anos profissionais de uma professora da rede pública paulista. Os resultados indicam o trabalho sentido como gerador de desgaste emocional sendo este período vivido com dificuldade e com o desejo de abandonar a profissão. Após breve mapeamento das políticas existentes sobre a área apontam-se aspectos que merecem atenção do poder público como a criação de políticas sistemáticas de apoio e acolhida ao professor iniciante. Por fim, sugere-se a implantação de comunidades profissionais de aprendizagem, em que esses profissionais possam encontrar, quando necessário, recursos, orientação e aprimoramento profissional. ; The article discusses how a beginning teacher from São Paulo public education system feels and means her profession, a theme that is highlighted in the low attractiveness of the teaching profession scenario. The results indicate the work felt as emotional stress generator, being the initial years lived with difficulty and with a desire to leave the profession. After a brief mapping of existing policies to support beginning teachers, the study points to aspects that deserve attention from the government, like the creation of systematic supporting and welcoming policies to these professionals. Finally, it is suggested the implementation of professional learning communities where beginners can find, when needed, resources, guidance and professional development.
A Hundred Years of the Project Method in PolandThe text presents the development of the project method in Polish education throughout the last century. The project method was introduced into Poland after regaining independence, and it was implemented during the inter-war period (1918–1939) in some schools, both in urban and rural environments. Nevertheless, the method was at that time treated as a pedagogical novelty andexperiment, rather than a natural part of school life. After 1945, education, like other aspects ofsocio-political life, was influenced by the communist propaganda, and the project method, supporting autonomy, democracy and empowerment, was not promoted as a valuable educational approach. After 1989, when progressive trends appeared in Polish schools, the project method gained somepopularity but it was not until 2008 when it was granted national and formal recognition. Then, the new core curriculum was developed, and the project method became an obligatory part of school reality. The revival of the project method was connected with the alarming findings concerning social capital in Poland. In this situation, making students cooperate within projects seemed aremedy for the decreasing social capital. As the author points out, formal introduction of the method does not necessarily mean its effective accomplishment, which should be accompanied by spontaneity and authentic engagement. What is more, as the author shows, after decades of theabsence of this method in Poland, and the lack of the relevant socio-cultural background, teachers might find it difficult to implement a project so as to contribute to the increase of social capital. All these areas need further investigation. Nevertheless, the author hopes that the text will contribute tobetter understanding of contemporary challenges and opportunities related to the implementation of the idea of projects in Polish education. ; A Hundred Years of the Project Method in PolandThe text presents the development of the project method in Polish education throughout the last century. The project method was introduced into Poland after regaining independence, and it was implemented during the inter-war period (1918–1939) in some schools, both in urban and rural environments. Nevertheless, the method was at that time treated as a pedagogical novelty andexperiment, rather than a natural part of school life. After 1945, education, like other aspects of socio-political life, was influenced by the communist propaganda, and the project method, supporting autonomy, democracy and empowerment, was not promoted as a valuable educational approach.After 1989, when progressive trends appeared in Polish schools, the project method gained some popularity but it was not until 2008 when it was granted national and formal recognition. Then, the new core curriculum was developed, and the project method became an obligatory part of school reality. The revival of the project method was connected with the alarming findings concerningsocial capital in Poland. In this situation, making students cooperate within projects seemed a remedy for the decreasing social capital. As the author points out, formal introduction of the method does not necessarily mean its effective accomplishment, which should be accompanied by spontaneity and authentic engagement. What is more, as the author shows, after decades of theabsence of this method in Poland, and the lack of the relevant socio-cultural background, teachers might find it difficult to implement a project so as to contribute to the increase of social capital. All these areas need further investigation. Nevertheless, the author hopes that the text will contribute tobetter understanding of contemporary challenges and opportunities related to the implementation of the idea of projects in Polish education.
ABSTRACT. In Cuba, exist a historiographical vacuum respect to the rural schools of La Havana between 1936 and 1952, for which it outlines as problem of investigation the manifestation of the material conditions and it humanize of those schools in the solution of the educational problems of the Cuban teaching during those years. The general objective of this article is to characterize the material and psychological conditions in those who the teachers must develop your classes. They were employed methods of the theoretical and empiric level respectively, just as historical, logical, analytic, synthetic, and inductive-deductive and the documentary analysis. Between the main results, it finds that the plains of study and program of the rural schools of La Havana favored the solution of one of the main educational existent problems in the teaching, however several of the regulations that these outlined did not manage to make concrete in all your amplitude due to the inattention of the republican governments. ; RESUMO. Em Cuba há um vazio historiográfico no que diz respeito às escolas rurais em Havana de 1936 a 1952, se caracterizando como problema de pesquisa a manifestação do condições materiais e humanas dessas escolas na resolução de problemas educacionais da educação cubana durante esses anos. Nesta pesquisa científica é apresentado como objetivo principal caracterizar as condições materiais e psicológicas em que os professores desenvolvem as suas aulas. Foram utilizados métodos de nível teórico e empírico, respectivamente, tais como: histórico e lógico, analítico-sintético, indutivo-dedutivo e estudo documental. Entre os principais resultados foi constatado que os currículos e programas de escolas rurais em Havana apresentam soluções para alguns problemas educacionais existentes no ensino ofertado por essas instituições; no entanto, vários dos regulamentos que essas escolas implantaram não foram capazes de materializar todo a amplitude do ensino devido à negligência dos governos republicanos, embora as suas contribuições para a pedagogia e didática tenham sido significativas. ; As escolas rurais de Havana: um problema sem resolver na República Neocolonial de 1936 a 1952 Em Cuba há um vazio historiográfico no que diz respeito às escolas rurais em Havana de 1936 a 1952, se caracterizando como problema de pesquisa a manifestação de condições materiais e humanas dessas escolas na resolução de problemas educacionais da educação cubana durante esses anos. Nesta pesquisa científica é apresentado como objetivo principal caracterizar as condições materiais e psicológicas em que os professores desenvolvem as suas aulas. Foram utilizados métodos de nível teórico e empírico, respectivamente, tais como: histórico e lógico, analítico-sintético, indutivo-dedutivo e estudo documental. Entre os principais resultados foi constatado que os currículos e programas de escolas rurais em Havana apresentam soluções para alguns problemas educacionais existentes no ensino ofertado por essas instituições; no entanto, vários dos regulamentos que essas escolas implantaram não foram capazes de materializar toda a amplitude do ensino devido à negligência dos governos republicanos, embora as suas contribuições para a pedagogia e didática tenham sido significativas. Palavras-chave: Escolas Rurais, Professores Rurais, Programas, Práticas Educacionais. The rural schools of Havana: a problem without turns into the Neo-colonial republic between 1936 and 1952 ABSTRACT. In Cuba, exist a historiographical vacuum respect to the rural schools of La Havana between 1936 and 1952, for which it outlines as problem of investigation the manifestation of the material conditions and it humanize of those schools in the solution of the educational problems of the Cuban teaching during those years. The general objective of this article is to characterize the material and psychological conditions in those who the teachers must develop your classes. They were employed methods of the theoretical and empiric level respectively, just as historical, logical, analytic, synthetic, and inductive-deductive and the documentary analysis. Between the main results, it finds that the plains of study and program of the rural schools of La Havana favored the solution of one of the main educational existent problems in the teaching, however several of the regulations that these outlined did not manage to make concrete in all your amplitude due to the inattention of the republican governments. Keywords: Rural Schools, Rural Teachers, Program, Practical Educational. Las escuelas rurales de La Habana: un problema sin resolver en la República Neocolonial entre 1936 y 1952 RESUMEN. En Cuba existe un vacío historiográfico respecto a las escuelas rurales de La Habana entre 1936 y 1952, por lo que se plantea como problema de investigación la manifestación de las condiciones materiales y humanas de esas escuelas en la solución de los problemas educativos de la enseñanza cubana durante esos años. El objetivo general de este artículo es caracterizar las condiciones materiales y psicológicas en las que los maestros debían desarrollar sus clases. Fueron empleados métodos del nivel teórico y empírico respectivamente, tales como: histórico-lógico, analítico-sintético, inductivo-deductivo y el análisis documental. Entre los principales resultados se encuentra que los planes de estudio y programas de las escuelas rurales de La Habana favorecieron la solución de algunos de los principales problemas educativos existentes en la enseñanza, sin embargo varias de las regulaciones que estos planteaban no alcanzaron a concretarse en toda su amplitud debido a la desatención de los gobiernos republicanos. Palabras clave: Escuelas Rurales, Maestros Rurales, Programas, Prácticas Educativas.
The article discusses the Norwegian response to the neoliberal movement of privatising public education. Neoliberal trends in public services, including education, mainly manifest themselves in the affirmation of the economic efficiency in public services provision, increased participation of private and non-governmental organisations and the creation of quasi-markets. In Norway likewise in other Scandinavian countries the reform of public sector has not been strongly influenced by neoliberal ideology and the New Public Management. On the other hand, it was the political decentralisation and empowerment of local communities that shaped the organisation and management of the school system. The primary aim of the Norwegian education is to ensure equality and inclusion for all students, regardless of their gender, abilities, family background, nationality and health condition. !e article presents the historical path of public and non-public schooling in Norway illustrated by the statistical data concerning kindergartens, schools and pupils respectively. The central and local government still provides the vast majority of public education services and the non-public sector remains limited. Nevertheless in the last 10 years the rise in the number of private schools has been noticed, especially in bigger cities and more affluent dwellings. In its final part the article presents the recent developments in the privatisation policy conducted by the conservative government in Norway. It deliberates postulates relating to modification of administrative procedures leading to the establishment of private schools, widening the school choice for parents as well as diversification of the teachers' professional status. It also sketches examples of the utilisation of private-public partnerships in construction and operationof public schools.
Drug trafficking is a threat to both social security and economic development. Ensuring internal security involves eliminating threats, avoiding them and reducing the probability of their occurrence in the future. Marijuana, being uncontrolled, unregulated and harmful to people, is transported between countries illegally. This is a problem that has existed for dozens of years around the world, and since the beginning of the twentieth century it is also noticeable in Poland. The activity of international criminal groups forces the security services to react and cooperate at the European level. The article aims to show that cannabis is nowadays a significant problem for society and a major challenge for law enforcement. Drugs are the subject of many debates and deliberations of psychologists, politicians, therapists, teachers, functionaries and environmental activists. Although Polish law prohibits the cultivation and distribution of cannabis, the number of users increases from year to year. To ensure security in Poland, organizations have been established that should counteract the smuggling. The reaction of the security services should be compatible with the existing negative situation in the field of counteracting drug threats. ; Przemyt narkotyków jest zagrożeniem zarówno dla bezpieczeństwa społecznego, jak i dla rozwoju ekonomicznego. Zapewnianie bezpieczeństwa wewnętrznego wiąże się z likwidowaniem zagrożeń, unikaniem ich i zmniejszaniem prawdopodobieństwa wystąpienia w przyszłości. Niekontrolowana, nieregulowana oraz szkodliwa dla ludzi marihuana, jest transportowana między państwami nielegalnie. Jest to problem, który istnieje od kilkudziesięciu lat na całym świecie, a od początku XX wieku widoczny jest również w Polsce. Działalność międzynarodowych grup przestępczych wymusza na służbach bezpieczeństwa reakcję oraz współpracę na poziomie europejskim. Artykuł ma na celu ukazanie, że współcześnie konopie stanowią znaczący problem dla społeczeństwa oraz poważne wyzwanie dla organów ścigania. Narkotyki są tematem wielu debat i rozważań psychologów, polityków, terapeutów, nauczycieli, funkcjonariuszy służb oraz działaczy środowiskowych. Mimo, iż prawo polskie zakazuje uprawy i dystrybucji marihuany, z roku na rok zwiększa się liczba jej użytkowników. Dla zapewnienia bezpieczeństwa w Polsce powołano organizacje, które powinny przeciwdziałać przemytowi. Reakcja służb bezpieczeństwa powinna być kompatybilna z zaistniałą negatywną sytuacją, w zakresie przeciwdziałania zagrożeniom narkotykowym.
The article refers to relations in the process of communication between teacher and students. The author uses classical literature and an expert interview with an experienced school teacher to bring her point across. The author feels that the described issues are of particular significance for beginner pedagogues. Shakespeare's genius gives a broad perspective on the subject of communication, because in both comedies and dramas we observe the importance of the communication aspect, which may be transferred to the relationship between students and the teacher. This gives a broad picture of the possible scenarios that will appear in the teacher's work and allows one to draw conclusions from the heroes' mistakes, which may be identical to those made in the relationships with students.
