Suchergebnisse

In the scenario of Brazilian Higher Education Institutions, the justifications for dropout or permanence of students vary according to the school and its courses, given their peculiarities, as well as those of their students. However, studies and governmental actions on school dropout are still scarce, which shows the lack of innovation on this topic. Thus, the general objective of the present work is to evaluate the perception of graduates and student dropouts in relation to their undergraduate courses in the areas of Agricultural Sciences and Humanities, from the Experimental Campi of the São Paulo State University (UNESP), Brazil. Specifically, it is intended to show a methodological procedure that can identify which specific elements have influenced the students' decision to evade or to stay in the referred courses. Thus, a survey was carried out through a structured questionnaire with 40 multiple choice sentences, which was applied by email and through social networks to a probabilistic sample of 243 respondents. Finally, the multivariate clustering analysis associated with testing nonparametric hypotheses was used to verify the existence of a difference between the perceptions of graduates and dropouts that indicated influence on their decision. The results showed that, in general, graduates and dropouts have positive perceptions regarding the chosen course, as well as with respect to the general infrastructure conditions of the campi. For two courses, one in each area, significant differences were observed between the perceptions of graduates and dropouts, with mainly intrinsic characteristics related to students and their well-being, such as identification with the course; motivation and persistence to achieve the objectives; personal and / or family health and stability; and socio-academic integration with other students were those that directly or indirectly interfered in decision-making. ; No cenário das Instituições de Ensino Superior brasileiras, as justificativas para evasão ou permanência discente variam de acordo com a instituição e os cursos, dadas as suas peculiaridades, bem como as de seus estudantes. Entretanto, ainda são escassos os estudos e ações governamentais acerca da evasão escolar, o que mostra a falta de inovação acerca desse tema. Assim, o objetivo geral do presente trabalho consiste em avaliar a percepção de egressos e evadidos acerca dos cursos de graduação das áreas de Ciências Agrárias e de Humanidades dosCampiExperimentais da UNESP. Especificamente, pretende-se evidenciar um procedimento metodológico que possa identificar quais elementos pontuais têm influenciado na tomada de decisão dos discentes de evadirem ou de permanecerem nos referidos cursos. Para tanto, foi feito um levantamento (survey), por meio de questionário estruturado com 40 sentenças de múltipla escolha, que foi aplicado pore-maile pelas redes sociais a uma amostra probabilística composta por 243 respondentes. Por fim, a técnica multivariada de análise declustersassociada a testes de hipóteses não paramétricos foi utilizada para verificar a existência de diferença entre as percepções de egressos e evadidos que indicasse influência em sua decisão. Os resultados mostraram que, de maneira geral, egressos e evadidos apresentam percepções positivas quanto ao curso escolhido, bem como com respeito às condições de infraestrutura geral doscampi. Para dois cursos, um em cada área, foram observadas diferenças significativas entre as percepções de egressos e evadidos, sendo que principalmente características intrínsecas relacionadas aos discentes e ao seu bem-estar, tais como, identificação com o curso; motivação ou persistência para concretizar os objetivos; saúde e estabilidade pessoal e/ou familiar; e integração socioacadêmica com outros discentes foram as que interferiram direta ou indiretamente na tomada de decisão.

In recent years, the evolution of education and curriculum has been one of the most important topics in educational circles. This implies that programs implemented in education for various reasons have not fully achieved the goals set. One of reasons for this is to "disregard localization in curriculum". Curriculum studies are among disciplines that can play an important role in influencing humanities curriculum planning process. But lack of a suitable indigenous curriculum template has made it increasingly reliant on foreign sources and imported and translated terms are used in abundance that has been led to little attention to customs, culture, social, economic and political conditions of society. Although Iranian culture and civilization originates from the fullest range of divine teachings, the educational system has failed to provide an appropriate educational model that is appropriate to cultural conditions throughout the country. A descriptive-analytical approach has been used to answer this question. The findings suggest that in order to change the humanities curriculum into an academic system, the curriculum needs to benefit from its rich Iranian culture and civilization in addition to applying the experiences of other countries and even goes a step further and introduce to the world a pattern arising from Iranian culture and civilization. ; En los últimos años, la evolución de la educación y el currículum ha sido uno de los temas más importantes en los círculos educativos. Esto implica que los programas implementados en educación por diversas razones no han logrado completamente los objetivos establecidos. Una de las razones para esto es "ignorar la localización en el currículo". Los estudios curriculares se encuentran entre las disciplinas que pueden desempeñar un papel importante en la influencia del proceso de planificación curricular de las humanidades. Pero la falta de una plantilla de currículum indígena adecuada la ha hecho cada vez más dependiente de fuentes extranjeras y los términos importados y traducidos se utilizan en abundancia y se ha prestado poca atención a las costumbres, la cultura, las condiciones sociales, económicas y políticas de la sociedad. Aunque la cultura y la civilización iraníes se originan en la más amplia gama de enseñanzas divinas, el sistema educativo no ha podido proporcionar un modelo educativo apropiado que sea apropiado para las condiciones culturales en todo el país. Se ha utilizado un enfoque descriptivo-analítico para responder esta pregunta. Los resultados sugieren que para cambiar el plan de estudios de humanidades en un sistema académico, el plan de estudios debe beneficiarse de su rica cultura y civilización iraníes, además de aplicar las experiencias de otros países e incluso ir un paso más allá e introducir al mundo un patrón derivada de la cultura y la civilización iraníes. ; Nos últimos anos, a evolução da educação e do currículo tem sido um dos tópicos mais importantes nos círculos educacionais. Isso implica que os programas implementados na educação por várias razões não atingiram completamente os objetivos estabelecidos. Uma das razões para isso é "desconsiderar a localização no currículo". Os estudos curriculares estão entre as disciplinas que podem desempenhar um papel importante na influência do processo de planejamento curricular das ciências humanas. Porém, a falta de um modelo de currículo nativo adequado o tornou cada vez mais dependente de fontes estrangeiras e os termos importados e traduzidos são usados em abundância, o que tem levado a pouca atenção aos costumes, cultura, condições sociais, econômicas e políticas da sociedade. Embora a cultura e a civilização iranianas sejam originárias de toda a gama de ensinamentos divinos, o sistema educacional falhou em fornecer um modelo educacional adequado às condições culturais de todo o país. Uma abordagem analítico-descritiva foi usada para responder a essa pergunta. As descobertas sugerem que, para transformar o currículo de humanidades em um sistema acadêmico, o currículo precisa se beneficiar de sua rica cultura e civilização iraniana, além de aplicar as experiências de outros países e até dar um passo adiante e introduzir no mundo um padrão decorrente da cultura e civilização iranianas.

I argue that two historicities have predominated in the relation between philosophical and historical discourses in the 20th century. One is the historicity of historians, engendered by the birth of the humanities. The other is a philosophical historicity in which the humanist myth persists, especially within the debate opposing structure and difference. This second historicity represents an elimination of the first, as it elaborates many more demands of historicity inherent to the structural model.

This text seeks to introduce the matter of global justice through an assessment of the conception of John Rawls, as advanced in The Law of Peoples. This work places us in the centre of the seemingly paradoxical character that shapes the attitude of the liberal-egalitarian thinking before the consideration of a model of international justice. The Rawlsian conception of international justice has been criticized as contradictory regarding his conception applied to the domestic sphere. We will seek not only to understand the axis of Rawls' theories in a continuity perspective, but also to assess the pertinence of the model exposed in The Law of Peoples through the duality between justice and humanity. Adapted from the source document.

De-colonial reasoning establishes a peculiar manifestation of contemporary critical theory closely linked to the practices of the social sciences and humanities. However, there is a need for a critique of the dominant models and hierarchies of nationalities of knowledge, of the constitutive silencing of technologies and narratives of modern participation, of subjectivities, corporealities and agencies. This paper argues that the human and social sciences can and should be rethought from an epistemological multiplicity that dialogues and takes into account the forms of knowledge creation that are generated in extra-scientific and extra-academic spaces.

The research presented here aims to be part of debate of the importance of the humanities and to offer its contribution from an educational point of view. The matter in question is the teaching of the humanities, in particular history and literature though dealt with in an unusual and exploratory way, albeit with a clear purpose: listening to students to find out how and to what extent their voice and intimate involvement in the topic of the study can contribute to a greater understanding of the teaching-learning process and to an improvement in terms of effectiveness of teaching practices, in reference specifically to the two humanistic subjects under scrutiny. ; La investigación que aquí se presenta pretende ser parte del debate sobre la importancia de las humanidades y ofrecer su contribución desde un punto de vista educativo. El asunto en cuestión es la enseñanza de las humanidades, en particular la historia y la literatura, aunque se tratan de manera inusual y exploratoria, aunque con un propósito claro: escuchar a los estudiantes para descubrir cómo y en qué medida su voz y su participación íntima en el El tema del estudio puede contribuir a una mayor comprensión del proceso de enseñanza-aprendizaje y a una mejora en términos de efectividad de las prácticas de enseñanza, en referencia específicamente a las dos materias humanísticas que se examinan. ; A pesquisa aqui apresentada pretende fazer parte do debate sobre a importância das humanidades e oferecer sua contribuição do ponto de vista educacional. O assunto em questão é o ensino das humanidades, em particular a história e a literatura, tratadas de forma inusitada e exploratória, ainda que com um objetivo claro: escutar os alunos para descobrir como e em que medida a sua voz e envolvimento íntimo na O tema do estudo pode contribuir para uma maior compreensão do processo de ensino-aprendizagem e para uma melhoria em termos de efetividade das práticas de ensino, em referência especificamente aos dois temas humanísticos em questão.

This article starts from the analysis of Impressionism, Kazimir Malevich's abstractionism and Hélio Oiticica's penetráveis to think about the process of eliminating the edges of painting. Oiticica's thesis is that, at the moment in which she lived and acted, the painting began to do without the edges, spilling out of it and constituting itself as modus vivendi, thus eliminating the notion of an outside and one inside. With this, it defends the substitution of the spectator by the participant. We wonder if cinema, with its moving edges, is also touched by these changes. For that, we will take Cinema Novo and Cinema Marginal. Finally, we wonder if the school institution, as heir to these questions, has been inserted in this debate and what it has or would be its role. In this sense, the question remains about what to expect from this institution after the dilution of the picture (the great narratives, the modern certainties) and the historical vanguards.

"The Yoruba in Brazil, Brazilians in Yorubaland focuses on multivalent manifestations of the Yoruba Atlantic. Unique in its examination of an African ethnic group that was implicated in the transatlantic slave trade and that subsequently made the diaspora home (or through other forms of migration returned to the continental "homeland"), this volume argues that despite traumatic encounter with modernity and resilience, the Yoruba Atlantic may be under erasure due to the exigencies of globalization. What we call Yoruba Atlantic today is indeed a hybridized identity. Through colonialism and slavery, historical realities are appropriately anchored in the quest for a Yoruba diaspora, and yet are compounded by the new, shifting migration patterns out of the Yorubaland in the search for greener pastures in a globalized world. The contributors assert the vitality and unity of this group while complicating those same essences through multiple crossroads of shifting historical, cultural, political, and spiritual agencies. This book is part of the African World Series, edited by Toyin Falola, Jacob and Frances Sanger Mossiker Chair in the Humanities, University of Texas at Austin"--The publisher

Este texto apresenta a resenha do livro Music education in an age of virtuality and post-truth, do professor canadense da Western University, Paul G. Woodford. O livro costura o pragmatismo de John Dewey com as ideias de George Orwell sobre as sociedades de massa em busca de compreender o impacto que determinadas ações de políticos do século XXI podem causar no campo da Educação, da Arte e das Humanidades. Como conclusão, são oferecidos exemplos similares de políticos do Brasil e da América Latina, com o suporte das ideias de Newton Duarte,2 que ele chamou de O currículo em tempos de obscurantismo beligerante (2018).This text presents a review of the book Music Education in an Age of Virtuality and Post-Truth, by Canadian University Professor Paul G. Woodford (2019). The book stitches John Dewey's pragmatism with George Orwell's ideas about mass societies in order to understand the impact that certain actions of 21st century politicians can have on the field of Education, the Arts and the Humanities. In conclusion, similar examples of politicians from Brazil and Latin America are offered, supported by the ideas of Newton Duarte and what he called The Curriculum in times of Belligerent Obscurantism.

Can humanism be post-colonial? What is Africana Philosophy? Who is Lewis Gordon? This paper presents some typical elements of the Jamaican philosopher Lewis Gordon's thought and relates it to the field of Africana Philosophy. For this purpose, it seeks to delineate its theoretical influences and the usage of concepts, such as theodicy, bad faith and reason to understand anti-black racism. In this sense, the following argument pivots on Lewis Gordon's singular contribution to different areas of study, especially political philosophy, social sciences and the humanities. Keywords: Lewis Gordon; Africana Philosophy; Post-colonial Humanism; Existential Phenomenology. ; O humanismo pode ser pós-colonial? O que é a Filosofia Africana? Quem é Lewis Gordon? Este artigo apresenta alguns elementos típicos do pensamento do filósofo jamaicano Lewis Gordon e relaciona-o ao campo da Filosofia Africana. Para tanto, procura delinear suas influências teóricas e o uso de conceitos, como a teodiceia, a má-fé e a razão para entender o racismo anti-negro. Nesse sentido, argumenta-se em torno da contribuição singular de Lewis Gordon para diferentes áreas de estudo, especialmente filosofia política, ciências sociais e humanidades. Palavras-chave: Lewis Gordon; Filosofia Africana; Humanismo Pós-colonial; Fenomenologia Existencial.

As possíveis semelhanças entre a poesia e a fotografia é o que analisamos neste texto. A partir da obra do modernista Oswald de Andrade, discutimos alguns elementos de aproximação entre a visualidade fotográfica e a imagem poética. Defendemos que parte da poesia oswaldiana - na qual predomina uma linguagem clara, direta, simples, sem adornos e que apresenta uma visualidade explícita - passa a impressão de que o poeta tenta colocar para o leitor cenas que se assemelham a fotografias.

The starting point of this article is the realization of "Primeira Exposição Fotográfica de Motivos Belorizontinos", exhibition organized in 1953 through the partnership of a collective of amateur photographers and the Municipality of Belo Horizonte. Our interest is to understand how the vision of the amateur photographer is directed to the city, what is their reach, their conditioning and of course, what images result from this association. In this regard, we need to analyse the photography in parallel to other cultural initiatives supported by the government in the period, as well if it is possible to associate the pictures with a specific political project. The discussion around the exhibition from 1953 would also approach the universe of political propaganda, the relationship between architecture, government and urban life, and questions connected to the visual culture and cultural circularity.