A propósito dos parâmetros curriculares nacionais e sua relação com o ethos cultural hodierno

The text focuses on the relation between the Law of Directives and Bases of National Education, as well as its deployment in the National Curriculum, and contemporary culture in three aspects: the predominantly naive about the relation between technological development / education, the translation rhetoric about family’s institution as a partner of educational practices, and finally, the use of systems theory applied to the context of politicaleducational diagnosis. Results from a larger research project in progress titled "Cultural Industry and formative processes: Subsidies to reflect the new educational demmands”.

Inclusão escolar com apoio: uma análise do serviço do ensino itinerante

We investigated the process of inclusion in the school common areas, tracking the performance of a traveling school teacher (teaching support service specialist), type of service in Special Education, as a support to the school's educational proposal. Objectives: To identify, describe and analyze the performance of itinerant school teacher in a school of mainstream school, with students and their teachers, to analyze the perception of two teachers of the common teaching about the process of integration of pupils with special educational needs in their classes; examine the roles and responsibilities of itinerant school teacher through an exploratory qualitative approach. Participants: an itinerant school teacher, two teachers and two of the common teaching students with special educational needs included in mainstream school. Observations were made weekly at the school over a period of six months, semi-structured interviews with teachers and document analysis. The results showed different facets of roaming at the intersection with the common teaching among them may be noted that acts as a parallel system in the common school, creating a gap between them which may compromise or disadvantage of the dynamic performance of service support, but this gap is overcome at critical times facing the mainstream school, where this service benefit the child's learning process and promotes their inclusive education policy.

Análise do sistema de avaliação do rendimento escolar de Marília

Pós-graduação em Educação - FFC

Gestão escolar: a prática pedagógica administrativa na política de educação inclusiva

The paper presents the results of a doctoral dissertation that covered the analysis of knowledge involving the everyday teaching and administrative practices of school managers who worked with the proposed construction of a citywide system of inclusive e ducation, while an educational policy. The aim was to follow the school management towards the proposed inclusive educationin three elementary schools in a medium-sized city in the state of São Paulo. The data were collected at the earlier school, a middle-aged one and another recently opened. The stages of the study were: 1) review of literature on: a) qualitative ethnographic research applied to education, b) principles of autonomy, planning, decentralization, c) the education of the school manager and d) relationship between school management and inclusive school; 2) data collection in schools, 3) description and categorization of data and 4) analysis and interpretation of results. To develop the methodology were used observations of the participants, semi-structured interviews, analysis of official documents of the school (internal and external). It was concluded that there is a lack of political-pedagogical project collectively built, a difficulty in developing coordinated actions aimed at the realitiy, problems in interpersonal relationships; a gap gulf between the proposed policy, the discourse about it and the daily practice. The school management is responsible for the construction of an inclusive school, but in the reality studied it was directed at administrative issues at the expense of the pedagogic ones.

Sala de recursos multifuncionais: um estudo de caso

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O papel da burocracia no processo de implantação dos Institutos Federais de Educação, Ciência e Tecnologia (IFs): o caso do IF de Passos (MG)

Pós-graduação em Planejamento e Análise de Políticas Públicas - FCHS

Políticas públicas de inclusão na educação infantil: um estudo em creches do município de Franca

Pós-graduação em Planejamento e Análise de Políticas Públicas - FCHS

Serviço Social e Educação: uma aproximação a partir do estado da arte

Pós-graduação em Serviço Social - FCHS

O desafio da qualificação para o trabalho na perspectiva do Proeja no IFMT: política, fato e possibilidades

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Den utvärdera(n)de staten : Utvärderingens institutionalisering på den högre utbildningens område

In recent years evaluation has become a very important element in the public administration. The Swedish state administration to a significant extent both evaluates and is evaluated. This means that the evaluating state is at the same time the evaluated state. In this dissertation the institutionalization of evaluation is studied in a field within which this development has been particularly lively and interesting, namely the field of higher education. The dissertation focuses on evaluation activity that has been carried out in conjunction with central public authorities within higher education: the Office of the Chancellor of the Universities and Colleges in Sweden, the National Swedish Board of Universities and Colleges, and the Office of the University Chancellor, and encompasses the period 1964-1995. A newly revived research tradition within political science – historical institutionalism – is used as a perspective and a methodology. Since the application of this tradition has not yet been fully tested, another purpose is to examine the practical utility of this analytical tool and the kind of knowledge that it produces. The dissertation thereby combines the fields of education policy, evaluation research and institutional theory. The beginning of the institution has been dated to the end of the 1960s and beginning of the 1970s. In the dissertation the forces behind the initiation of the institution are taken up. Events and developments in the field that have influenced the further development of the institution have been identified and analyzed. Developments reveal that the institution has been stable during the entire period of time under study, despite some changes. The use of historical institutionalism as a perspective and methodology has proven satisfactory on a general level. However, special solutions have been required as problems and ambiguities have arisen. The dissertation concludes with reflections on the practical utility of historical institutionalism in political science research.

Der Wandel der bildungspolitischen Ansichten der Weltbank /// Arbeitspapiere / Institut für Ethnologie und Afrikastudien; 82

Der Wandel der bildungspolitischen Ansichten der Weltbank. In dieser Arbeit wird dargestellt, welchen Stellenwert das Thema Bildung in der Politik der Weltbank von 1962 bis heute besessen hat und welche Prioritätensetzung es in der Förderung von Bildungsprojekten zu welchem Zeitpunkt gab. Nach diesen Kriterien werden fünf Phasen in der Bildungspolitik der Weltbank unterschieden. In der ersten Phase (1962 bis Ende der 1970er Jahre) ist ein geringes Interesse der Weltbank am Bildungssektor und ein fehlendes Gesamtkonzept ihrer Bildungspolitik erkennbar. Gefördert wurden in dieser Zeit hauptsächlich Sekundar- und Hochschulbildung. Die zweite Phase (Ende der 1970er Jahre bis 1987) zeichnet sich durch die Förderung von Primarschulbildung und durch einen geringen Bedeutungsgewinn des Themas Bildung als einen entwicklungspolitischen Faktor aus. In der dritten Phase (1987 bis Mitte der 1990er Jahre) wurde der Schwerpunkt der Förderung der Weltbank im Bereich Primarschulförderung um die Bereiche Sekundar- und Hochschulförderung ergänzt. Da Bildung nur als ein Aspekt des Ziels der Armutsbekämpfung betrachtet wurde, mangelte es in der vierten Phase (Mitte bis Ende der 1990er Jahre) an einem eigenständigen Konzept für die Förderung des Bildungssektors. In dieser Zeit war nur eine leichte Schwerpunktsetzung in den Primarschulbereich erkennbar. In der fünften Phase (ab dem Jahre 2000) setzt die Weltbank in der Förderung wieder auf eine Kombination von Primar-, Sekundar- und Hochschulbildung. Bildung wird nun als ein eigenständiges Ziel der Entwicklungszusammenarbeit angesehen. Bei der Betrachtung des Wandels der bildungspolitischen Ansichten der Weltbank wird die additive Politik der Weltbank deutlich. Alte Strategien werden nicht komplett verworfen, sondern lediglich neue Aspekte und Schwerpunktsetzungen in die alten Konzepte eingeflochten. Außerdem sind eine Widersprüchlichkeit in der Bildungspolitik, das Fehlen eines langfristigen Konzeptes, große Unterschiede zwischen den theoretischen Konzepten und der Umsetzung der Bildungspolitik der Weltbank zu erkennen. Festzuhalten ist, dass das Thema Bildung von 1962 bis heute in der Politik der Weltbank stark an Bedeutung hinzugewonnen hat.

Inaugural Conference of The Mosakowski Institute for Public Enterprise- Program

Program for University Research and the American Agenda: Discovering Knowledge, Enabling Leadership. The Inaugural Conference of the Mosakowski Institute for Public Enterprise.

Remembering Lee Metcalf

Abstract Montana's Lee Metcalf was an extraordinary Montana leader with an unbelievable record of accomplishment fighting for the little people against the forces of economic and political power. The public memory is so short that this film will serve to help reacquaint Lee & Donna Metcalf to most of those who were around during their time. But it will also provide an opportunity for new generations to receive a perspective of an important leader from an important time. (Language from YouTube version of the film, written and provided by Executive Producer Evan Barrett) Lee Warren Metcalf (January 28, 1911 – January 12, 1978) was an American lawyer, judge, and politician. A member of the Democratic Party, he served as a U.S. Representative (1953–1961) and a U.S. Senator (1961–1978) from Montana. He was permanent acting President pro tempore of the Senate, the only person to hold that position, from 1963 until his death in 1978. U.S. House of Representatives During his tenure in the House, Metcalf served on the Education and Labor Committee (1953–1959), Interior and Insular Affairs Committee (1955–1959), Select Astronautics and Space Exploration Committee (1958), and Ways and Means Committee (1959–1960). He became known as one of Congress's "Young Turks" who promoted liberal domestic social legislation and reform of congressional procedures. He introduced legislation to provide health care to the elderly ten years before the creation of Medicare. He earned the nickname "Mr. Education" after sponsoring a comprehensive bill providing for federal aid to education. He also voted against legislation that would have raised grazing permits on federal lands, and led the opposition to a bill that would have swapped forested public lands for cutover private lands. He was elected chairman of the Democratic Study Group in 1959. U. S. Senate Regarded as "a pioneer of the conservation movement", Metcalf worked to protect the natural environment and regulate utilities. He helped pass the Wilderness Act of 1964, and supported the creation of the Great Bear Wilderness and the Absaroka-Beartooth Wilderness. In 1962, he introduced a "Save Our Streams" bill to preserve natural recreation facilities and protect fish and wildlife from being destroyed by highway construction. He was a longtime member of the Migratory Bird Conservation Commission. He was also active on the issue of education. He was a leading supporter of the Elementary and Secondary Education Act, the effort to extend the G.I. Bill's educational benefits to a new generation of veterans, and the development of legislation to improve federally-aided vocational education.[1] The Peace Corps was established under leadership of Metcalf and Senator Mansfield. In 1983, by act of Congress, the Lee Metcalf Wilderness area was created in southwestern Montana in honor of the late Congressman. The Great Bear Wilderness and Absaroka-Beartooth Wilderness areas were also created as a result of Metcalf's efforts in Congress, in addition to the Lee Metcalf National Wildlife Refuge in Montana. Metcalf was ranked number 15 on a list of the 100 Most Influential Montanans of the Century by the Missoulian newspaper. This text is courtesy of Wikipedia®, a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization, and is available under the Creative Commons Attribution-ShareAlike License.

Globalisation, E-learning and the Monetary Pressure on the Educational Field

Globalisation, this is my thesis, change first the trade of goods and services, produce a mercantilist pressure on different political fields and affect finally as a consequence effectively our normative comprehension of education. As states will be more and more under pressure to compete on an economic basis against each other they will rank decisions which generate jobs higher than any thing else. Also Education policy is changing its focus. E-learning is a driving force to bring together education, trade of ICT equipment, trade of educational used content and trade of study degrees and to merge the different objectives into effective distribution of knowledge and maximising profits.

Contact, Mobility and Authenticity: Language Ideologies in Koineisation and Creolisation

Part II - Christoph Neuenschwander: Language ideologies in the legitimisation of Tok Pisin as a lingua franca Pidgins and Creoles all over the world seem to share common aspects in the historical circumstances of their genesis and evolution. They all emerged in the context of colonialism, in which not only colonisers and colonised, but also the various groups of the colonised population spoke different languages. Pidgins and Creoles, quite simply, resulted from the need to communicate.¬¬ Yet, the degree to which they became accepted as a lingua franca or in fact even as a linguistic variety in its own right, strikingly differs from variety to variety. The current research project focuses on two Pacific Creoles: Tok Pisin, spoken on Papua New Guinea, and Hawai'i Creole English (HCE). Whereas Tok Pisin is a highly stabilised and legitimised variety, used as a lingua franca in one of the most linguistically diverse countries on Earth, HCE seems to be regarded as nothing more than broken English by a vast majority of the Hawai'ian population. The aim of this project is to examine the metalinguistic comments about both varieties and to analyse the public discourses, in which the status of Tok Pisin and HCE were and still are negotiated. More precisely, language ideologies shall be identified and compared in the two contexts. Ultimately, this might help us understand the mechanisms that underlie the processes of legitimisation or stigmatisation. As Laura Tresch will run a parallel research project on language ideologies on new dialects (New Zealand English and Estuary English), a comparison between the findings of both projects may produce even more insights into those mechanisms. The next months of the project will be dedicated to investigating the metalinguistic discourse in Papua New Guinea. In order to collect a wide range of manifestations of language ideologies, i.e. instances of (lay and academic) commentary on Tok Pisin, it makes sense to look at a relatively large period of time and to single out events that are likely to have stimulated such manifestations. In the history of Papua New Guinea - and in the history of Tok Pisin, in particular - several important social and political events concerning the use and the status of the language can be detected. One example might be public debates on education policy. The presentation at the CSLS Winter School 2014 will provide a brief introduction to the history of Tok Pisin and raise the methodological question of how to spot potential sites of language-ideological production.