Currículo e educação especial : as ações da escola a partir dos diálogos cotidianos

O estudo teve como objetivo investigar as ações constituídas por uma escola pública de Ensino Fundamental para o envolvimento de alunos com deficiência e com transtornos globais do desenvolvimento no currículo escolar. Contou com as contribuições teóricas de Boaventura de Sousa Santos, Michel de Certeau e Philippe Meirieu para uma discussão sociológica, filosófica e pedagógica das situações desencadeadas pela pesquisa. No campo do currículo, aproximou-se das teorizações de Silva, Moreira, Apple e Sacristán, dentre outros, por serem teóricos que analisam o trabalho com o conhecimento no contexto escolar. Já no campo da Educação Especial, dialogou com as produções de pesquisadores que postulam pela ideia de que o processo de inclusão escolar pressupõe acesso à escola, bem como permanência e a garantia do direito de apropriação dos conhecimentos socialmente produzidos. Como aporte teórico-metodológico, apoiou-se nos pressupostos da pesquisa-ação colaborativo-crítica que advoga pela possibilidade de, por meio da pesquisa científica, produzir conhecimento sobre a realidade social, promover mudanças nas situações desafiadoras e envolver os sujeitos pesquisados em processos de formação continuada em contexto. O trabalho de pesquisa foi realizado em uma escola de Ensino Fundamental, pertencente à Rede Pública Municipal de Ensino de Vila Velha/ES, envolvendo professores, pedagogos, dirigente escolar, responsáveis pelos discentes e alunos matriculados do 1º ao 6º ano do Ensino Fundamental. O processo de produção de dados se efetivou no período de julho de 2010 a julho de 2011. O pesquisador esteve três vezes por semana no campo de pesquisa, participando das intervenções em sala de aula, dos espaços para planejamento e formação continuada e também de momentos informais na entrada, recreio e saída dos alunos. Para o desenvolvimento do estudo, trabalhou-se com três frentes correlacionadas: a observação participante e a escuta dos discursos produzidos por alunos, professores, equipe técnico-pedagógica e responsáveis pelos discentes sobre o envolvimento dos estudantes com indicativos à Educação Especial no currículo escolar; a constituição de espaços de formação continuada, tomando os dados produzidos na primeira etapa do estudo como elementos de sustentação da dinâmica formativa; o acompanhamento das ações praticadas pela escola para envolvimento das necessidades educacionais dos alunos com indicativos à Educação Especial no currículo escolar, a partir das reflexões desencadeadas nos espaços de formação continuada. Como resultados, a pesquisa aponta a necessidade de advogar pela constituição de currículos escolares mais abertos para contemplar as necessidades de aprendizagem de alunos com comprometimentos físicos, psíquicos, intelectuais ou sensoriais. Esta pesquisa se distancia de lógicas que defendem a flexibilização curricular como um esvaziamento do currículo em nome das condições existenciais dos alunos. Entende que, entre o currículo escolar e a produção de conhecimentos pelos alunos com indicativos à Educação Especial, há uma pluralidade de situações que precisam ser problematizadas pela escola: a leitura produzida sobre a aprendizagem dos alunos; a falta de conhecimento sobre a sexualidade humana; os desafios presentes na relação família e escola; e os pressupostos da normalidade/anormalidade. Esses fatores podem se configurar como elementos que impedem que os alunos obtenham sucesso em sua jornada educativa, porém, em contrapartida, podem ser utilizados como questões a subsidiar espaços de formação continuada. O estudo aponta que, por meio de atitudes colaborativas e críticas entre os profissionais da escola, é possível articular ações que garantam o direito de aprender do estudante com deficiência e com transtornos globais do desenvolvimento na escola de ensino comum.

Critical behavior of a three-dimensional hardcore-cylinder composite system

In this work the critical indices β, γ , and ν for a three-dimensional (3D) hardcore cylinder composite system with short-range interaction have been obtained. In contrast to the 2D stick system and the 3D hardcore cylinder system, the determined critical exponents do not belong to the same universality class as the lattice percolation,although they obey the common hyperscaling relation for a 3D system. It is observed that the value of the correlation length exponent is compatible with the predictions of the mean field theory. It is also shown that, by using the Alexander-Orbach conjuncture, the relation between the conductivity and the correlation length critical exponents has a typical value for a 3D lattice system.

INTEGRATED MANAGEMENT SYSTEMS: CRITICAL SUCCESS FACTORS

The purpose of this paper is to, in a holistic way, identify and explore the critical success factors (CSFs) that are considered in the context of the growing discussions, movements, proposed models, and case studies about the integration of management systems (MSs). This work is an investigation focused on the integration of MSs into an integrated management system (IMS) and the proposed approach takes into account the literature review as well as the experience gained by the authors on researches about Portuguese enterprises. This qualitative and empirical research, investigated the integration of MSs from existing scientific publications for the period 1999 to 2014, on-going case studies and one inquiry conducted by the authors. This research contributes to a better understanding of the CSFs regarding the integration of MSs and thus provides an insight on the preventive management. This research shows an evident lack of information regarding case studies on CSFs for integrated management systems (IMSs) and has identified a set of relevant CSFs, for MSs integration and associated guidelines that organizations should take as a priority, in order to be able to manage, on a preventive way, the implementation of IMSs, and consequently to become more competitive with added value for the stakeholders.

Neoinstitutionalism and the appropriation of bourdieu's work: a critical assessment

Despite the still present hegemony of the structural-functionalist orthodoxy, the mid 1980's witnesses the insurgence of new philosophical approaches. This body of work had become a vital intellectual and ideological resource for those who wanted to confront the functionalist dominance in organization studies, such as structuration theory, labour process theory and neoinstitutionalist theory. The purpose of this paper is to review the incorporation of Bourdieu's work into neoinstitutionalism. I argue that this appropriation has resulted in a significant loss of theoretical strength. By giving place to the cognitivist metaphors of mental models, "scripts" and "schemas", instead of adopting the notion of habitus, neoinstitutionalism reinforces some of the ever-present dichotomies in social sciences, especially those of agency/structure and individual/society. While neoinstitutionalism was refining the cognitive approach in the 1990's, Bourdieu was moving towards psychoanalysis. Some indications for future research are provided in the concluding notes.

Dependence relationship between the critical quality factors and social impact

This paper shows the results of the empirical study conducted in 186 tourist accommodation businesses in Spain certified under the "Q for Tourist Quality", own System Quality Management. It was raised with the purpose of analyzing the structure of the relationship between critical quality factors and results-social impact, how they operate and the level of their influence on obtaining these results within the company. Starting from a deep theoretical revision we propose a theoretical model together with the hypotheses to be tested, and we proceed to validation using the technique of Structural Equation Models. The results obtained show that companies wishing to improve their social impact should take into account that leadership is the most important factor to achieve it. Leadership indirectly affects the social impact through its influence on alliances and resources, quality policy/planning, personnel management and learning.

AN ANTI-MANAGEMENT STATEMENT IN DIALOGUE WITH CRITICAL BRAZILIAN AUTHORS

The expressions Management and Organization Studies and Management and Organization Knowledge are expressions of an Anglo-Saxon construct. The association of Organization Studies (OS) with Management (M) produces the subordination of the former to the latter. In a different direction, a critical approach elaborated in Brazilian OS provides an original body of knowledge that expresses an anti-management (A-M) attitude. As the Brazilian A-M authors point out, the distinction between North/South M is irrelevant; what is relevant is a coherent pluriversal A-M attitude. In this paper, we honor and disseminate the Brazilian original body of knowledge on OS and introduce an OS agenda that is liberated from M.

The study of public administration in India, the Philippines, Canada and Australia: the universal struggle against epistemic colonization, and toward critical assimilation

The study of public administration has been characterized as a strong international focus, as both governments and scholars have sought to learn from the experience of other societies. While in a perfect world, one would expect a sort of pragmatic universalism, instead, many scholars tend to bring lessons from one country, or from a single cultural reality. This modest contribution lies in showing a series of national experiences rarely brought to the discourse about public administration in Brazil: Canada, Australia, India and the Philippines. Special emphasis will be given to the following: the origins and the development of public administration; the influence of ideology; and the complex tension between global theory and local practices.

Supplementary feeding programs: a critical analysis

A critical analysis of the Supplementary Feeding Programs which have been undertaken around the world is presented. Although only a few programs have been rigorously evaluated it seems that in relation to their main objectives, most of them have not proved to be successful. Some suggestions for improvement are put forward and the particular case of the Brazilian programs is assessed in detail.

Culture, politics and identity: critical readings on gender in southeast Asia

Indian Journal of Gender Studies October 2012 vol. 19 no. 3 437-467

Learner engagement in the construction of a relevant curriculum: the project RRC

International Conference: A Child's World - Next Steps, 25 June 2012 - 27th June 2014.

Nuances in the embedment of ESDCG in the Azorean curriculum

Este capítulo tem origem na conferência «A Child's World - Working Together for a Better Future», que decorreu em Aberystwyth (Wales) entre 27 e 29 de Junho de 2012.

Práticas de inclusão com alunos com multideficiência no 1º Ciclo

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação, especialidade Educação Especial – Problemas Cognitivos e Multideficiência

Rhodolith forming coralline algae in the Upper Miocene of Santa Maria Island (Azores, NE Atlantic) : a critical evaluation

The Late Miocene Malbusca outcrop is located in the southeastern coast of Santa Maria Island (Azores, NE Atlantic), interspersed in volcanic formations. At ~20 meters above present sea level, a prominent discontinuous layer of rhodoliths seizes with an extension of ~250 meters. This paper presents the first taxonomic record of fossil rhodolith forming coralline algae for the Miocene of the Azores. The preserved taxonomic features used were the following: (1) arrangement of basal filaments, (2) epithallial cells (when observable), (3) presence of cell fusions, (4) conceptacle type, (5) number of cells layers which conceptacle chamber floors are situated below the surrounding thallus surface and (6) for the sporangial pores, the orientation of the filaments around the conceptacle pores. Based on these characters, six taxa were identified encompassing three Corallinaceae (Lithophyllum prototypum, Lithophyllum sp., Spongites sp., Hydrolithon sp.) and one Hapalidaceae (Phymatolithon calcareum and cf. Phymatolithon sp.). An unidentified coaxial thallus was also present, the coaxial construction ascribing the specimens to the genus Mesophyllum or Neogoniolithon. Taxonomic accounts for the identified taxa are described, illustrated and an identification key is provided. The report of L prototypum represents the first Miocene record and the preservation of the specimens is very good. Miocene coralline algae seem very consistent among deposits but some species are relevant for particular areas, like in the Azores.

Studying the development of an online course on Curriculum : implications for the students' workload in light of the Bologna principles

ECER 2014 "The Past, the Present and Future of Educational Research in Europe" will take place at the University of Porto from 1 - 5 September 2014.

(Re)construindo valores com as crianças em Educação Pré-escolar e 1.º Ciclo do Ensino Básico

Mestrado (PES II), Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 18 de Junho de 2015, Universidade dos Açores.