A intensifica����o do trabalho docente no processo de financeiriza����o da educa����o superior : o caso da Kroton no Estado do Esp��rito Santo

O estudo teve por objetivo investigar, a partir de duas institui����es de ensino superior pertencentes ao grupo Kroton no Esp��rito Santo, o impacto das mudan��as trazidas para o trabalho docente decorrente do processo de inser����o da educa����o superior na Bolsa de Valores. Essas institui����es s��o a Faculdade Pit��goras de Guarapari e a Faculdade Pit��goras de Linhares. At�� 2007, juridicamente, essas institui����es eram sociedades limitadas e n��o pertenciam ao grupo Kroton. Eram conhecidas como Faculdades Integradas Padre Anchieta de Guarapari (Fipag) e Faculdade de Ci��ncias Aplicadas Sagrado Cora����o (Unilinhares), respectivamente. Em 2008, a Kroton adquire essas duas faculdades e come��a a oper��-las a partir da marca Pit��goras. Portanto, esta pesquisa consiste em um estudo de caso das unidades Pit��goras localizadas no Estado do Esp��rito Santo. Busca compreender, fundamentada em entrevista semiestruturada com 12 professores e ex-professores, como eram a organiza����o e as condi����es do trabalho docente antes de essas institui����es serem adquiridas pela Kroton e o que mudou ap��s sua aquisi����o. Para a realiza����o da an��lise te��rica, a pesquisa se apoiou em Karl Marx, Fran��ois Chesnais e Dermeval Saviani. Ao final, a hip��tese de que, ap��s a aquisi����o da Fipag e da Unilinhares pela Kroton, houve uma intensifica����o da explora����o do trabalho docente e uma redu����o da autonomia do professor no que concerne ��s atividades de planejamento e ensino foi confirmada: pelo excessivo acr��scimo de trabalho (Termo e Aula Estruturada); pela diversidade de disciplinas a que o professor esteve sujeito a ministrar; pelo regime de tens��o que balizou a organiza����o do trabalho (aumento das demiss��es); pela exclus��o da participa����o do professor na escolha do referencial te��rico e metodol��gico. Em parte, esses aspectos s��o fruto da combina����o do taylorismo com a governan��a corporativa e atuaram de forma a reduzir a participa����o do professor nas atividades ligadas ao planejamento e ensino, refor��ando, com isso, as rela����es sociais de domina����o inerentes ao trabalho alienado.

Museu e escola : espa��os de sentidos

Esta pesquisa procurou compreender como o Museu de Arte do Esp��rito Santo (MAES) atua na produ����o de sentidos dos estudantes, a partir das rela����es estabelecidas com a escola, e, nesse proceder, como o museu compreende a arte e a escola como destinat��ria de suas a����es. Os sujeitos da pesquisa foram 98 crian��as, do 5�� ano do Ensino Fundamental I, de uma escola privada de Vit��ria. A pesquisa teve como corpus os discursos verbo-visuais produzidos pelas crian��as nessa rela����o museu e escola, bem como as performances discursivas do Programa de A����o Educativa do Museu, no que concerne �� forma����o de educadores e ao programa ciclo de palestras. Como metodologia de pesquisa, utilizou-se o estudo explorat��rio, e o aporte te��rico foi a semi��tica discursiva. A coleta de dados ocorreu no museu e na escola. No Museu, a partir de eventos que nortearam a exposi����o ���Meu Pa��s Tropical���, da artista alem��, Heidi Lieberman, e das a����es educativas propostas pelo MAES; na Escola, com o mapeamento inicial para compreender como e quais os sentidos eram apontados pelas crian��as quanto ao conhecimento delas sobre a arte e sobre um museu de arte (antes da realiza����o de sua primeira visita a esse espa��o, o que elas sabem e qual a compreens��o que elas t��m da arte), bem como, nas produ����es pl��sticas e verbo-visuais produzidas por elas ap��s a visita �� institui����o museal. Os resultados da pesquisa apontam que a metodologia anal��tica da semi��tica discursiva contribuiu, de forma significativa, para desvelar os sentidos apontados pelas crian��as no museu e na escola. Por meio dos discursos verbo-visuais produzidos por elas, compreendeu-se que uma educa����o pelo sens��vel, em conson��ncia com rela����es de bons encontros no museu e na escola, pode propiciar uma experi��ncia singular e significativa, que aguce a sensibilidade e reencante a educa����o.

Pr��ticas pedag��gicas inclusivas no cotidiano da educa����o infantil : considera����es sobre a inf��ncia e a crian��a com defici��ncia e transtornos globais do desenvolvimento

Esta disserta����o tem como objetivo investigar as pr��ticas pedag��gicas inclusivas institu��das no cotidiano da educa����o infantil a partir de um olhar para a inf��ncia e para a crian��a com defici��ncia e transtornos globais do desenvolvimento. Apontamos como objetivos espec��ficos: definir o que est�� sendo reconhecido como pr��ticas educacionais inclusivas a partir de indicadores estabelecidos para identific��- las no contexto de uma escola de educa����o infantil; investigar como a escola reflete, dialoga sobre as quest��es da inclus��o das crian��as na primeira inf��ncia na unidade de educa����o infantil e como se configuram as propostas de forma����o dos professores neste espa��o, a fim de constituir pr��ticas pedag��gicas inclusivas na unidade escolar; escutar as crian��as com defici��ncia e transtornos globais do desenvolvimento e as demais crian��as sobre como est��o compreendendo o acontecimento das pr��ticas pedag��gicas em geral e as pr��ticas pedag��gicas inclusivas da unidade de ensino de educa����o infantil. Para tanto, desenvolvemos um estudo de natureza qualitativa, tendo como base a metodologia do estudo de caso etnogr��fico numa perspectiva colaborativa, no qual realizamos an��lise documental, entrevistas semiestruturadas, observa����es participantes, ciclos de forma����o com os professores e roda de conversa com as crian��as, que foram registrados por meio de fotografias, ��udio e videograva����es. O estudo foi desenvolvido no contexto de uma escola p��blica de educa����o infantil do munic��pio de Cachoeiro de Itapemirim ��� ES. Os participantes foram oito crian��as p��blico-alvo da educa����o especial, com idade entre dois a seis anos de idade, dez professores, tr��s pedagogas, uma diretora, uma coordenadora e duas auxiliares de turma que se envolveram direta ou indiretamente com o estudo. O estudo foi realizado durante quatorze meses, no per��odo de 28 de outubro de 2011 a 10 de dezembro de 2012, em uma Escola Municipal de Educa����o B��sica do munic��pio de Cachoeiro do Itapemirim/ES, que atende exclusivamente aos alunos da educa����o infantil, em duas turmas de creche e tr��s de pr��-escola. Os aportes te��ricos fundamentam-se na abordagem hist��rico-cultural e nos estudos de Phelippe Meirieu. Os dados foram organizados em tem��ticas e ���epis��dios interativos��� e analisados por meio da abordagem microgen��tica e das an��lises das narrativas. A an��lise dos resultados evidenciou a import��ncia do investimento na forma����o dos professores, a constitui����o de rela����es de colabora����o entre professores regentes e de Educa����o Especial e a assun����o de que toda crian��a tem capacidade de aprender, pois esses elementos influenciam as pr��ticas pedag��gicas constitu��das nos espa��os-tempos da Educa����o Infantil mediante o desafio de inclus��o escolar de crian��as com defici��ncia e com transtornos globais do desenvolvimento.

Avalia����o do desempenho docente : objectivos e controv��rsias

Actualmente, no campo espec��fico da educa����o, a avalia����o do desempenho tem vindo a assumir uma import��ncia crescente e uma maior aten����o dos investigadores pelos contextos escolares e pela rela����o directa entre a qualidade das abordagens de ensino e os n��veis de desempenho dos alunos. No contexto do sistema educativo portugu��s, a preocupa����o com a efic��cia passa a considerar a avalia����o dos professores como uma prioridade, trazendo �� discuss��o a profissionalidade docente e a sua avalia����o. Assim, este estudo tem como objectivo a an��lise dos elementos potenciadores e condicionadores do actual modelo proposto pelo Decreto Regulamentar 2/2008 de 10 de Janeiro, bem como a sistematiza����o de elementos complementares e /ou alternativos ao modelo vigente, a partir do que perspectivam os professores de uma escola secund��ria. Para a sua realiza����o utilizou-se uma abordagem qualitativa suportada na grounded theory - estudo de caso. As t��cnicas de colheita de dados foram as entrevistas a nove docentes participantes e a an��lise de documentos relacionados com a pol��tica educativa da escola. O estudo permitiu concluir que o modelo apresenta dimens��es controversas e que estas condicionam os objectivos intr��nsecos do mesmo, sendo que a preval��ncia de quest��es burocr��ticas dificulta a sua implementa����o. Em consequ��ncia foram apresentadas algumas recomenda����es.

O e-portef��lio como instrumento de avalia����o de desempenho e ve��culo de partilha entre os professores do ensino b��sico

O tema da avalia����o de desempenho dos professores continua a ser um tema muito presente no dia-a-dia de uma escola. O atual modelo de avalia����o veio revolucionar o meio e acabou por trazer com ele o descontentamento dos professores. Face a este descontentamento, procur��mos, investigar a exequibilidade de um novo instrumento de avalia����o: o e-portef��lio. Assim, o foco deste estudo de caso centra-se em estudar a praticabilidade da utiliza����o de um instrumento de avalia����o alternativo, o e-portf��lio, enquanto instrumento de partilha entre os docentes e poss��vel instrumento de avalia����o de desempenho. Para o efeito desenvolvemos um estudo de natureza qualitativa, tendo realizado entrevistas semiestruturadas a um conjunto de professores do ensino b��sico, e posteriormente procedido �� sua an��lise de conte��do. Da an��lise e interpreta����o dos resultados conclu��mos que os docentes consideram que a partilha de materiais, atrav��s de e-portef��lios, veio facilitar a vida dos professores e que estes assumem-se como um aux��lio precioso e vantajoso no dia-a-dia dos docentes. Conclu��mos, tamb��m, que o e-portef��lio poder�� ser um poss��vel instrumento de avalia����o a adotar, desde que rigorosa e criteriosamente utilizado, uma vez que poder�� estar bem vis��vel parte do trabalho que os professores realizam. Os dados alertam, ainda, para a necessidade de uma reflex��o, por parte da tutela, para a constante falta de tempo e excesso de burocracias mencionadas pelos professores.

Thinking over b���learning strategy: the MIPO model approach

This article describes the main research results in a new methodology, in which the stages and strategies of the technology integration process are identified and described. A set of principles and recommendations are therefore presented. The MIPO model described in this paper is a result of the effort made regarding the understanding of the main success features of good practices, in the web environment, integrated in the information systems/information technology context. The initial model has been created, based on experiences and literature review. After that, it was tested in the information and technology system units at higher school and also adapted as a result of four cycles of an actionresearch work combined with a case study research. The information, concepts and procedures presented here give support to teachers and instructors, instructional designers and planning teams ��� anyone who wants to develop effective b���learning instructions.

Eastwards / westwards: which direction for gender studies in the 21st century?

Eastwards / Westwards: Which Direction for Gender Studies in the XXIst Century? is a collection of essays which focus on themes and methods that characterize current research into gender in Asian countries in general. In this collection, ideas derived from Gender Studies elsewhere in the world have been subjected to scrutiny for their utility in helping to describe and understand regional phenomena. But the concepts of Local and Global ��� with their discoursive productions ��� have not functioned as a binary opposition: localism and globalism are mutually constitutive and researchers have interrogated those spaces of interaction between the ���self��� and the ���other���, bearing in mind their own embeddedness in social and cultural structures and their own historical memory. Contributors to this collection provided a critical transnational perspective on some of the complex effects of the dynamics of cultural globalization, by exploring the relation between gender and development, language, historiography, education and culture. We have also given attention to the ideological and rhetorical processes through which gender identity is constructed, by comparing textual grids and patterns of expectation. Likewise, we have discussed the role of ethnography, anthropology, historiography, sociology, fiction, popular culture and colonial and post-colonial sources in (re)inventing old/new male/female identities, their conversion into concepts and circulation through time and space. This multicultural and trans-disciplinary selection of essays is totally written in English, fully edited and revised, therefore, it has a good potential for an immediate international circulation. This project may trace new paths and issues for discussion on what concerns the life, practices and narratives by and about women in Asia, as well as elsewhere in the present day global experience. Academic readership: Researchers, scholars, educators, graduate and post-graduate students, doctoral students and general non-fiction readers, with a special interest in Gender Studies, Asia, Colonial and Post-Colonial Literature, Anthropology, Cultural Studies, History, Historiography, Politics, Race, Feminism, Language, Linguistics, Power, Political and Feminist Agendas, Popular Culture, Education, Women���s Writing, Religion, Multiculturalism, Globalisation, Migration. Chapter summary: 1. ���Social Gender Stereotypes and their Implication in Hindi���, Anjali Pande, Jawaharlal Nehru University, New Delhi, India. This essay looks at the subtle ways in which gender identities are constructed and reinforced in India through social norms of language use. Language itself becomes a medium for perpetuating gender stereotypes, forcing its speakers to confirm to socially defined gender roles. Using examples from a classroom discussion about a film, this essay will highlight the underlying rigid male-female stereotypes in Indian society with their more obvious expressions in language. For the urban woman in India globalisation meant increased economic equality and exposure to changed lifestyles. On an individual level it also meant redefining gender relations and changing the hierarchy in man-��woman relationships. With the economic independence there is a heightened sense of liberation in all spheres of social life, a confidence to fuzz the rigid boundaries of gender roles. With the new films and media celebrating this liberated woman, who is ready to assert her sexual needs, who is ready to explode those long held notions of morality, one would expect that the changes are not just superficial. But as it soon became obvious in the course of a classroom discussion about relationships and stereotypes related to age, the surface changes can not become part of the common vocabulary, for the obvious reason that there is still a vast gap between the screen image of this new woman and the ground reality. Social considerations define the limits of this assertiveness of women, whereas men are happy to be liberal within the larger frame of social sanctions. The educated urban woman in India speaks in favour of change and the educated urban male supports her, but one just needs to scratch the surface to see the time tested formulae of gender roles firmly in place. The way the urban woman happily balances this emerging promise of independence with her gendered social identity, makes it necessary to rethink some aspects of looking at gender in a gradually changing, traditional society like India. 2. ���The Linguistic Dimension of Gender Equality���, Alissa Tolstokorova, Kiev Centre for Gender Information and Education, Ukraine. The subject-matter of this essay is gender justice in language which, as I argue, may be achieved through the development of a gender-related approach to linguistic human rights. The last decades of the 20th century, globally marked by a ���gender shift��� in attitudes to language policy, gave impetus to the social movement for promoting linguistic gender equality. It was initiated in Western Europe and nowadays is moving eastwards, as ideas of gender democracy progress into developing countries. But, while in western societies gender discrimination through language, or linguistic sexism, was an issue of concern for over three decades, in developing countries efforts to promote gender justice in language are only in their infancy. My argument is that to promote gender justice in language internationally it is necessary to acknowledge the rights of women and men to equal representation of their gender in language and speech and, therefore, raise a question of linguistic rights of the sexes. My understanding is that the adoption of the Universal Declaration of Linguistic Rights in 1996 provided this opportunity to address the problem of gender justice in language as a human rights issue, specifically as a gender dimension of linguistic human rights. 3. ���The Rebirth of an Old Language: Issues of Gender Equality in Kazakhstan���, Maria Helena Guimar��es, Polytechnic Institute of Porto, Portugal. The existing language situation in Kazakhstan, while peaceful, is not without some tension. We propose to analyze here some questions we consider relevant in the frame of cultural globalization and gender equality, such as: free from Russian imperialism, could Kazakhstan become an easy prey of Turkey���s ���imperialist dream���? Could these traditionally Muslim people be soon facing the end of religious tolerance and gender equality, becoming this new old language an easy instrument for the infiltration in the country of fundamentalism (it has already crossed the boarders of Uzbekistan), leading to a gradual deterioration of its rich multicultural relations? The present structure of the language is still very fragile: there are three main dialects and many academics defend the re-introduction of the Latin alphabet, thus enlarging the possibility of cultural ���contamination��� by making the transmission of fundamentalist ideas still easier through neighbour countries like Azerbaijan, Uzbekistan and Turkmenistan (their languages belong to the same sub-group of Common Turkic), where the Latin alphabet is already in use, and where the ground for such ideas shown itself very fruitful. 4. ���Construction of Womanhood in the Bengali Language of Bangladesh���, Raasheed Mahmood; University of New South Wales, Sydney. The present essay attempts to explore the role of gender-based language differences and of certain markers that reveal the status accorded to women in Bangladesh. Discrimination against women, in its various forms, is endemic in communities and countries around the world, cutting across class, race, age, and religious and national boundaries. One cannot understand the problems of gender discrimination solely by referring to the relationship of power or authority between men and women. Rather one needs to consider the problem by relating it to the specific social formation in which the image of masculinity and femininity is constructed and reconstructed. Following such line of reasoning this essay will examine the nature of gender bias in the Bengali language of Bangladesh, holding the conviction that as a product of social reality language reflects the socio-cultural behaviour of the community who speaks it. This essay will also attempt to shed some light on the processes through which gender based language differences produce actual consequences for women, who become exposed to low self-esteem, depression and systematic exclusion from public discourse. 5. ���Marriage in China as an expression of a changing society���, Elisabetta Rosado David, University of Porto, Portugal, and Universit�� Ca���Foscari, Venezia, Italy. In 29 April 2001, the new Marriage Law was promulgated in China. The first law on marriage was proclaimed in 1950 with the objective of freeing women from the feudal matrimonial system. With the second law, in 1981, values and conditions that had been distorted by the Cultural Revolution were recovered. Twenty years later, a new reform was started, intending to update marriage in the view of the social and cultural changes that occurred with Deng Xiaoping���s ���open policy���. But the legal reform is only the starting point for this case-study. The rituals that are followed in the wedding ceremony are often hard to understand and very difficult to standardize, especially because China is a vast country, densely populated and characterized by several ethnic minorities. Two key words emerge from this issue: syncretism and continuity. On this basis, we can understand tradition in a better way, and analyse whether or not marriage, as every social manifestation, has evolved in harmony with Chinese culture. 6. ���The Other Woman in the Portuguese Colonial Empire: The Case of Portuguese India���, Maria de Deus Manso, University of ��vora, Portugal. This essay researches the social, cultural and symbolic history of local women in the Portuguese Indian colonial enclaves. The normative Portuguese overseas history has not paid any attention to the ���indigenous��� female populations in colonial Portuguese territories, albeit the large social importance of these social segments largely used in matrimonial and even catholic missionary strategies. The first attempt to open fresh windows in the history of this new field was the publication of Charles Boxer���s referential study about Women in lberian Overseas Expansion, edited in Portugal only after the Revolution of 1975. After this research we can only quote some other fragmentary efforts. In fact, research about the social, cultural, religious, political and symbolic situation of women in the Portuguese colonial territories, from the XVI to the XX century, is still a minor historiographic field. In this essay we discuss this problem and we study colonial representations of women in the Portuguese Indian enclaves, mainly in the territory of Goa, using case studies methodologies. 7. ���Heading East this Time: Critical Readings on Gender in Southeast Asia���, Clara Sarmento, Polytechnic Institute of Porto, Portugal. This essay intends to discuss some critical readings of fictional and theoretical texts on gender condition in Southeast Asian countries. Nowadays, many texts about women in Southeast Asia apply concepts of power in unusual areas. Traditional forms of gender hegemony have been replaced by other powerful, if somewhat more covert, forms. We will discuss some universal values concerning conventional female roles as well as the strategies used to recognize women in political fields traditionally characterized by male dominance. Female empowerment will mean different things at different times in history, as a result of culture, local geography and individual circumstances. Empowerment needs to be perceived as an individual attitude, but it also has to be facilitated at the macro��level by society and the State. Gender is very much at the heart of all these dynamics, strongly related to specificities of historical, cultural, ethnic and class situatedness, requiring an interdisciplinary transnational approach.

Estudo do controlo interno nas Institui����es de Ensino Superior: contributo para a credibilidade da informa����o financeira

Disserta����o apresentada ao Instituto Superior de Contabilidade e Administra����o do Porto para a obten����o do Grau de Mestre em Auditoria Orientada por Mestre Alcina Portugal Dias

O teatro na comunidade de Torres Vedras: as pr��ticas de cria����o e de frui����o em torno do grupo do Gr��mio Art��stico Torreense

Disserta����o apresentada �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Educa����o Art��stica - Especializa����o em Teatro na Educa����o

Os desafios da inclus��o de alunos com s��ndrome de down

Disserta����o apresentada �� Escola Superior de Educa����o de Lisboa para a obten����o do Grau de Mestre em Ci��ncias da Educa����o - Especialidade Educa����o especial

Concep����es dos professores face �� inclus��o de alunos com NEE no ensino regular

Disserta����o apresentada �� Escola Superior de Educa����o de Lisboa para a obten����o de grau de mestre em Ci��ncias da Educa����o -Especialidade Educa����o Especial

A aprendizagem cooperativa como ferramenta para a inclus��o

Disserta����o apresentada �� Escola Superior de Educa����o de Lisboa para obten����o do grau de Mestre em Ci��ncias da Educa����o - Especializa����o em Educa����o Especial, Dom��nio Cogni����o e Multidefici��ncia

A op����o dos jovens pelo ensino profissional : contextos e decis��es : um estudo de caso

Disserta����o de Mestrado em Ci��ncias Sociais, especialidade em Fam��lia, Envelhecimento e Pol��ticas Sociais.

A participa����o das crian��as em lares de inf��ncia e juventude: representa����es e pr��ticas. um estudo de caso.

Disserta����o de 2�� Ciclo conducente ao grau de Mestre em Ci��ncias da Educa����o - especializa����o em Educa����o Social e Interven����o Comunit��ria

Thermal Residual Stresses in Functionally Graded Structures: a Didactic Case Study

Confer��ncia: 2nd Experiment at International Conference - 18-20 September 2013