Land reform in NE Brazil: a stochastic frontier production efficiency evaluation

O objetivo desse artigo é caracterizar as fontes da ineficiência técnica e alocativa em um conjunto de 308 beneficiários de um programa de reforma agrária de mercado, chamado Cédula da Terra;, distribuídos em cinco estados do Nordeste brasileiro. Estudos conduzidos por Buainain et al. (2002) mostraram existem poucas diferenças entre as características de beneficiários deste programa e dos programas tradicionais de reforma agrária por expropriação e que portanto, os resultados obtidos por este trabalho permitem visualizar as dificuldades enfrentadas pelos assentamentos no Brasil. Para medir eficiência, estimou-se uma função de produção potencial segundo a metodologia de Battese e Coelli (1995) e a partir disto, procurou-se explicar as razões da ineficiência (relativa) encontrada. Os resultados apontam para a existência de ineficiência técnica e alocativa que é identificada principalmente nas situações em que a presença de produção para consumo é elevada. Tratase de um resultado que revela a pouca maturidade da maioria dos lotes dos assentados do PCT e a dificuldade de superar as limitações impostas pela condição inicial de formação dos assentamentos de reforma agrária, principalmente na região nordeste do Brasil.

Scientific pedagogy at the end of the 19th century: Some readings and writings in the Portuguese debate

Through the text presented we intend to outline the debate that occurred in Portugal in the transition from the 19th to the 20th centuries. At the time, the imperatives of scientific development had reached education as a basis for the national prosperity. It was believed that Portugal had fallen behind in comparison to the other European countries because it was not capable of constructing a civilization directed by scientific criteria, through the expansion and spreading of culture. The debate over the extension of schools to increasingly broader segments of the population acquires a different meaning when the theorist of Education make use of language from several other areas of knowledge in order to create a mosaic of what has become known, since that time, as the Science of Education.

Legitimacy and context: Implications for public sector reform in developing countries

This article examines the interplay between legitimacy and context as key determinants of public sector reform outcomes. Despite the importance of variables Such as legitimacy of public institutions, levels of civic morality and socio-economic realities, reform strategies often fail to take such contextual factors into account. The article examines, first, relevant literature both conceptual and empirical, including data from the World Values Survey project. It is argued that developing countries have distinctive characteristics which require particular reform strategies. The data analysed shows that in Latin American countries, there is no clear Correlation between confidence in public institutions and civic morality. Other empirical studies show that unemployment has a negative impact on the level of civic morality, while inequality engenders corruption. This suggests that poorer and socio-economically stratified countries face greater reform challenges owing to the lack of legitimacy of public institutions. The article concludes that reforms should focus on areas of governance that impact on poverty. This will in turn help produce more stable outcomes. Copyright (C) 2008 John Wiley & Sons, Ltd.

The distribution of agricultural land and the question of agrarian reform in Brazil

Agrarian reform has long been an acute issue in Brazil, where the distribution of cultivable land is extremely unequal. The Land Statute adopted by the military in 1964 constituted a genuine reform programme, which, however, was never implemented as the government chose to modernize agriculture and expand cultivated areas. This has prevented the poorest from having access to the land.-from English summary

English collocations extracted from a corpus of university learners and its contribution to a language teaching pedagogy

Taking into consideration the relevance of foreign language teaching and the learning of collocations (ALTENBERG; EEG-OLOFSSON, 1990; FONTENELLE, 1994; MEUNIER; GRANGER, 2008), this paper aims at showing results of an investigation on whether the teaching of collocations should be implicit or explicit to the Brazilian university students. Furthermore, the research has the purpose of presenting some collocational aspects from a corpus of the written language learners made up of intermediate, upper intermediate and advanced university students' argumentative essays at a public university in Brazil. With the help of WordSmith Tools (SCOTT, 2007), it was possible to raise students' most frequent collocational choices and patterns, the most/least used type of collocations, the influence of the mother tongue on their choices, among other aspects. With the purpose of motivating and involving students in classroom research, it was also introduced The Corpus of Contemporary American English (COCA), created by Mark Davies. By doing so, students could compare their collocational choices with the patterns found in the online corpus, extract more collocational patterns and, consequently, be aware of the potential of corpora for the foreign learning process, specifically for raising language awareness, with focus on prefabricated chunks.

Formação continuada de professores: uma análise crítica sobre as perspectivas oficiais de capacitação docente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensaio de uma didática da matemática com fundamentos na pedagogia histórico-crítica utilizando o tema seguridade social como eixo estruturador

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Método da árvore temporal modificada aplicado à análise de impactos ambientais: um estudo de caso

Pós-graduação em Geociências e Meio Ambiente - IGCE

O curso de Pedagogia nas Atuais Políticas Públicas para o Setor Educacional.

Ao abordar as principais estratégias e ações governamentais para a reconfiguração dos papéis a serem assumidos pelo Estado e pela educação superior, o presente artigo tem por objetivo discutir as políticas públicas para a educação enfatizando, nesse contexto mais amplo, a situação atual dos cursos de Pedagogia. Essa perspectiva requer uma incursão nas diretrizes im/pro - postas pelo Banco Mundial e seus reflexos no esforço oficial para a reforma do Aparelho de Estado, encetada pelo Ministério da Administração e Reforma do Estado (MARE). Desde a aprovação da LDB 9.394/96, de forma orgânica, novas políticas de formação de professores vão se delineando por meio da legislação correlata que a regulamenta. A análise desse arcabouço legal estará referenciada tanto nos documentos do MARE, quanto naqueles elaborados pelo Ministério da Educação visando o cotejo entre as medidas por eles propostas com as determinações expressas na LDB e na legislação complementar.

Desafios da formação docente no curso de Pedagogia: aligeiramento e pragmatismo

This paper analyzes recent policies of teacher eduation in Brazil related to the employment and professional dimmensions of the teaching career. It analyzes teacher education policies, and the guidelines established by the World Bank in the 1990s, to reform higher education in the so-called developing countries, focusing on th implementation of neolibera educational policies. These policies have produced a "new" value for educational insititutions: they are emptying schools of education; “defertilization” of schools; “deintellectualization” of the teacher profession; pauperization, fragmentation and emptying the contents teacher education programs and recontextualization of the nexus theory-practice. The reforms after the Directives and Bases of Education - Law No. 9394/1996, with respect to the education of teachers, are analyzed in relation to the process of productive restructuring. We analyze the relation between theory and practice, given the National Curriculum Guidelines for the Education Course (DCNCP, 2006), focusing on the Course of Pedagogy for the Faculty of Philosophy and Science, at the Paulista State University, Campus of Marilia. This course offers an extensive practical training, but restricted as to the academic content offered, limiting the possibilities of an in-depth training for the future teachers. Discussing these relations, this article presents the assessment of the students in the course and concludes offering perspectives for a humanizing and critical training.

Outcome of the agrarian reform in Brazil during the last two decades

The agrarian reform allows for land redistribution and gives rural workers the opportunity to develop their life projects, rescuing the dignity of a historically excluded population. The conquest of the land carries significances that span from the rescue of citizenship to the improvement of living conditions due to the acquisition of goods, products and services. It is pointed out that in Brazil there still exists a marked concentration of large-landed estates. In this sense, this work had the objective of analyzing the Brazilian agrarian reform process during the last two decades. In this period the country had three Presidents, two of them elected with the support of the Rural Landless Workers Movement, increasing the expectations in relation to the fulfillment of the agrarian reform. The advances in the policies of rural settlements are notable; however, the structure of large-land estates remains unaltered. In the last two years (2011 and 2012) the number of settled families, as well as the number of settlements accomplished, were the worst since 2006. The priority of the current government is the eradication of extreme poverty and, in this sense, the agrarian reform becomes an essential policy to contribute to such goal, since with the distribution of the property of the land also diminishes the concentration of wealth.

O modelo pedagógico das competências: gênese e apropriação na reforma da década de 1990

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Self-perception, complaints and vocal quality among undergraduate students enrolled in a Pedagogy course

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)