Relatos biográficos de professores/educadores de adultos: a ação das coordenações concelhias no âmbito do plano integrado de desenvolvimento regional (PIDR) do nordeste algarvio

Esta investigação é centrada nos discursos produzidos por oito professoras que atribuíram sentidos à sua vida e contribuíram para construção de conhecimento sobre a educação de adultos, no contexto do projeto integrado de desenvolvimento regional do nordeste algarvio, na década de 80. Os relatos biográficos revelaram formas e sentidos múltiplos sobre as várias transições biográficas em que as professoras construíram novas identidades de aprendizagem, integraram novos saberes e viveram diferentes contextos de interação humana. A investigação também permitiu caracterizar as diferentes experiências e práticas educativas no campo da educação de adultos. Decorrente das conclusões, damos o nosso contributo através de uma proposta que consideramos estratégica para a reconfiguração e revalorização de uma educação de adultos de raiz humanista e democrática, para todas as pessoas, por forma a provocar a mudança na sociedade em que todos devem ser sujeitos ativos e comprometidos com a transformação social; ABSTRACT: Biographical Accounts of Teachers I Adult Educators This investigation is focused on the discourses produced by eight teachers who gave meanings to their lives and contributed to the building of knowledge on adult education, within the project of regional development of the northeast Algarve, during the 80s of the XX century. Their biographical accounts revealed the multiple senses on the various biographical transitions in which teachers built new learning identities, integrated new knowledge and lived different contexts of human interaction. This research also allowed to characterize the different experiences and educational practices in the field of adult education. As a consequence of the conclusions, we built a strategic proposal towards the reshaping and revaluing of adult education. This is a proposal to achieve a concept of democratic adult education inspired in the humanist paradigm, which tries to foster societal change, in which all should be active citizens engaged with social transformation processes.

The Educational Imaginary in Radical Reconstruction: Congressional Public Policy Rhetoric and American Federalism, 1862-1872

Facing the exigencies of Emancipation, a South in ruins, and ongoing violence, between 1862 and 1872 the United States Congress debated the role education would play in the postbellum polity. Positing schooling as a panacea for the nation’s problems, a determiner of individual worth, and a way of ameliorating state and federal tensions, congressional leaders envisioned education as a way of reshaping American political life. In pursuit of this vision, many policymakers advocated national school agencies and assertive interventions into state educational systems. Interrogating the meaning of “education” for congressional leaders, this study examines the role of this ambiguous concept in negotiating the contradictions of federal and state identity, projecting visions of social change, evaluating civic preparedness, and enabling broader debates over the nation’s future. Examining legislative debates over the Reconstruction Acts, Freedmen’s Bureau, Bureau of Education, and two bills for national education reform in the early 1870s, this project examines how disparate educational visions of Republicans and Democrats collided and mutated amid the vicissitudes of public policy argument. Engaging rhetorical concepts of temporality, disposition, and political judgment, it examines the allure and limitations of education policy rhetoric, and how this rhetoric shifted amid the difficult process of coming to policy agreements in a tumultuous era. In a broader historical sense, this project considers the role of Reconstruction Era congressional rhetoric in shaping the long-term development of contemporary Americans’ “educational imaginary,” the tacit, often unarticulated assumptions about schooling that inflect how contemporary Americans engage in political life, civic judgment, and social reform. Treating the analysis of public policy debate as a way to gain insights into transitions in American political life, the study considers how Reconstruction Era debate converged upon certain common agreements, and obfuscated significant fault lines, that persist in contemporary arguments.

El Manejo de Personal como Prioridad Administrativa en la Biblioteca Universitaria del Futuro

Los directores de bibliotecas universitarias se enfrentan al problema estratégico de decidir cómo serán las bibliotecas universitarias en los próximos 10 años, y qué acciones deberán tomarse en los próximos cinco años si se quiere lograr ese futuro.Ha empezado a darse un cambio en el crecimiento rápido de la tecnología informativa, el acceso electrónico a la información, y el concepto de estación de servicio de los académicos. Es necesario que las bibliotecas universitarias desarrollen nuevos proyectos y servicios para que puedan realizar el cambio de un modo de producción de servicios a un modo de producción como facilitadores de información. Esto implica una reconceptualización del papel de la biblioteca universitaria, el papel del usuario, y el del personal bibliotecario. Se necesitarán nuevos perfiles para el personal y habrá una tarea prioritaria de reentrenamiento y desarrollo de los empleados, aspectos esenciales en la reformulación de la futura biblioteca.

Changes in Diadenosine Polyphosphates during Alignment-Fit and Orthokeratology Rigid Gas Permeable

Purpose.: To evaluate the levels of dinucleotides diadenosine tetraphosphate (Ap4A) and diadenosine pentaphosphate (Ap5A) in tears of patients wearing rigid gas permeable (RGP) contact lenses on a daily wear basis and of patients wearing reverse-geometry RGP lenses overnight for orthokeratology treatment. Methods.: Twenty-two young volunteers (10 females, 12 males; 23.47 ± 4.49 years) were fitted with an alignment-fit RGP lens (paflufocon B) for a month, and after a 15-day washout period they were fitted with reverse-geometry RGP lenses for corneal reshaping (paflufocon D) for another month. During each period, tears were collected at baseline day 1, 7, 15, and 28. Ap4A and Ap5A were measured by high-pressure liquid chromatography (HPLC). Additionally, corneal staining, break-up time (BUT), Schirmer test, and dryness symptoms were evaluated. Results.: Ap4A concentrations increased significantly from baseline during the whole period of daily wear of RGP lenses (P < 0.001); concentration was also significantly higher than in the orthokeratology group, which remained at baseline levels during the study period except at day 1 (P < 0.001) and day 28 (P = 0.041). While BUT and Schirmer remained unchanged in both groups, discomfort and dryness were significantly increased during alignment-fit RGP daily wear but not during the orthokeratology period. Conclusions.: Daily wear of RGP lenses increased the levels of Ap4A due to mechanical stimulation by blinking of the corneal epithelium, and this is associated with discomfort. Also, orthokeratology did not produce symptoms or signs of ocular dryness, which could be a potential advantage over soft contact lenses in terms of contact lens-induced dryness.

Landscaping on shifting ground: teacher education in a digitally transforming world

For almost three decades, the landscape of teacher education has been modestly shaped by the exploration of practices that made use of what were, at the time, current instances of computing and communication technologies (CCTs). More broadly and importantly however, the deployment of CCTs globally has, over the same time period (1980-2008), supported a reshaping of the planet's social, economic and political circumstances in which all forms of education operate. Despite the enormity of these shifts the focus in teacher education has remained largely at site, reflecting a similar focus in schools. In fact, the patterns of adaption and response in teacher education to each new instance of high-tech product are now quite predictable. Thus, while teacher education's engagement with CCTs can be mapped as a kind of minor landscaping, a process which attends more to appearance than substance, it is landscaping effectively premised upon a stable geography, one that resembles that of thirty years ago. This paper explores the changed and changing geography of a world heavily shaped by the ongoing deployment and use of more and more powerful CCTs. The analysis suggests that if we continue to attend only to landscaping, teacher education will be at risk of being terraformed.

Strangely familiar: teacher-researchers rethinking literacy pedagogies in digital environments

This article reports on a collaborative project between middle school teachers and university researchers exploring the impact of a one to one netbook program on literacy teaching and learning at one Australian primary school. Following the traditions of ethnographic classroom research and practitioner research in literacy, we describe and analyse the evolution of teacher knowledge and understandings informing the processes of reshaping print based literacy pedagogies and practices within digital learning environments. The study sought to explore the possibilities of one-to-one computing through an investigation of the affordances of digital literacy pedagogies within an open plan learning environment. We focus on the richness of ethnographic tools, in particular visual ethnographic methods, for "making the familiar strange" and identify contexts supporting the emergence of innovative digital literacy pedagogies and powerful professional learning in primary classrooms. Drawing on surveys, interviews and conversations with teachers and students and classroom observations, we suggest that dialogues between teachers and researchers provide a forum for co-construction of insights into innovative digital literacy pedagogies and offer rich learning opportunities for students, teachers and researchers.

The emergence of

The emergence of as developed by the International Integrated Reporting Council (IIRC) is traced from antecedent concepts of integrated reporting and earlier voluntary corporate reporting initiatives. The paper uses actor network theory and its conceptions of detour, affordance and laboratory to examine the development of while still controversial and where meanings remained open and malleable to the inscription of interests from a wide coalition of actors. The programme of action is interpreted through interviews with key individuals, official documents, publications and integrated reports circulated by the IIRC. The analysis highlights the imperatives of private standard setters and indicates how integrated reporting corporate governance regulation in South Africa provided a laboratory prototype for reshaping the UK Connected Reporting initiative into the IIRC framework. The analysis reveals important detours and the associated affordances made during the development of : (a) the repositioning of in the corporate reporting infrastructure to ensure that it did not usurp the pre-existing frameworks of supporting actors; and (b) the specification of providers of financial capital as the intended reporting audience to ensure that it could meet the interests of those actors seeking a solution for more entity-specific, communicative, de-cluttered corporate reporting.

Like a porcupine or hedgehog?: The prose poem as post-romantic fragment

Prose poems are frequently characterised as fragmentary or incomplete in the way that they gesture to a larger, often unnamed, frame of reference; present small, sometimes unfinished narratives which are implied to be parts of larger narrative structures; and are often characterised by considerable indeterminacy. In this respect, it may be argued that prose poetry traces part of its lineage back to Romantic fragment poems—indeed, at least as far back as James Macpherson’s Ossian “translations”. In the Romantic period, fragments were understood as reflecting the idea of the imperfectability of contemporary human existence, aided by the antiquarian attraction of many Romantic writers to the ruins and relics of the classical past and an associated preference for the evocation of notions of infinitude and boundlessness. This paper argues that prose poems gesture to this Romantic genealogy in their concern with openness and diversity, and the reshaping of literary-aesthetic boundaries to metonymically explore incompleteness. The paper takes its name from Friedrich Schelgel’s Igel. Schlegel famously described the fragment as an Igel, or hedgehog, because of its autonomy and isolation from the wider world. One way of understanding the renaissance of the prose poem in the last 35 years, is to apply the Schlegelian metaphor of a hedgehog to contemporary prose poems in order to argue that this hybrid genre remains in dialogue with the fragmented literary works of the past. This paper argues that as prose poetry continues to explore fissured identity and plurality in a postmodern society, it owes a significant debt to postmodernism’s Romantic and fragmented inheritance.

Shaping and being shaped: extending the relationship between habitus and practice

This chapter extends understandings of the contributions of practice in re/forming the habitus. In Bourdieu’s account, an agent’s practices are thought to reflect his or her habitus: that system of dispositions operating at the level of pre-thought or un-thought and expressed in tendencies and inclinations to think and act in certain ways under certain conditions. Evidence of the habitus can be 'read' from practice. The shaping and re-shaping of the habitus involves practices of family and community (primary pedagogic work) and of social institutions (secondary pedagogic work), in any given field. However, Bourdieu also describes habitus as constantly evolving and the outcome of past practices. This raises questions about the conditions under which an agent’s field-specific practices might, in time, influence the shaping of their habitus, leading either to a feel-for or a rejection of the dominant game that defines the field. The chapter explores these issues within the context of formulaic approaches to research production in higher education. It asks whether the practices required of academics in order to comply with conditions of the field are merely a performative response or whether they might also have a deeper role in the reshaping of the individual and collective academic habitus?