Movimentos sociais, educação e cidadania: um estudo sobre os Cursos Pré-vestibulares populares

Este estudo, que constitui minha Dissertação de Mestrado em Educação, descreve e analisa a história, as concepções e as práticas político-pedagógicas dos Cursos Pré-Vestibulares Populares, tomando como base os dados colhidos através de análise de documentos, observação e depoimentos das principais lideranças do Movimento Pré-Vestibular para Negros e Carentes (PVNC), movimento criado em 1993 na Baixada Fluminense, Rio de Janeiro. O texto parte da discussão sobre a educação no atual contexto sócio-político, identifica questões a serem aprofundadas sobre a relação entre movimentos sociais, educação e projeto político-pedagógico, examina as idéias de democracia e cidadania, incorporando os conceitos de autonomia, identidade e interculturalismo, descreve a história dos Cursos Pré-Vestibulares Populares no Estado do Rio de Janeiro, os princípios e as práticas presentes no Pré-Vestibular para Negros e Carentes. O objetivo principal do estudo foi analisar a relação entre Movimentos Sociais, Cidadania e Educação, investigando a prática político-pedagógica dos cursos Pré-Vestibulares Populares, especificamente do Pré-Vestibular para Negros e Carentes. Além disso, e estudo tenta verificar as possibilidades dos Cursos Pré-Vestibulares Populares como movimento de construção de relações educacionais democráticas.

A black-focused school : black Canadian youth and the mainstream curriculum

ABSTRACT When asked about the proposal for a black-focused school, black youth from the Greater Toronto Area (GTA) voiced their agreement with elements of the proposal, but resisted the idea of implementing the proposal by creating a separate school. Although media representations and Dei (1996, 2006) provide insight into what Torontonians' reactions are to the proposed blackfocused school there has been no such information documented on what black youth in the GTA think about the project. This is the first known study that attempts to fill that gap by providing a representation of black youths' voices obtained via focus groups. The study examines what black youth know and think about the proposal, and why they largely disagree with the blackfocused school proposal. While the findings of this study indicate that the participants saw many positive elements of the proposal, they did not support the implementation of a black-focused school as they saw the creation of a separate space for the school as a negative thing. The youth had trouble conceptualizing 'black-focused schooling' as an alternative approach to mainstream education, which had an impact on whether they choose to, or could, respond to questions that precisely related to the black-focused school project. The study concludes that the youth could not visualize what the school would look like and how it would operate because they draw on liberal racist discourses (e.g. colour-blindness, blaming the victim, and equal opportunity) when thinking about their educational experiences; however, there was a clear contradiction in the way the youths' voices reflected an awareness of the role of race in education experiences. It was evident when they talked about fear of stigmatization, but when using liberal discourses the youth discounted the role of race, and seemed not to be aware of its role in educational experiences. These findings pose important implications for educators, would-be educators, administrators, the TDSB and proponents of the black-focused school.

Equidad en la Educación Superior Cubana : Logros y Desafíos

La inclusión social en la educación y particularmente en la educación superior constituye un campo de estudio relevante definido a su significativo impacto sobre el desarrollo económico y social. En el caso de América Latina, es bien conocido el carácter excluyente que han tenido sus universidades como herencia de 300 años de colonialismo, la esclavitud de negros e indígenas y la tradicional discriminación de género. En el caso de Cuba, el Gobierno resultante de la Revolución de 1959 ha realizado notables esfuerzos para promover la inclusión de grupos tradicionalmente vulnerables por razones de género o color de la piel, a pesar de las difíciles condiciones económicas derivadas de la hostilidad del Gobierno de los Estados Unidos. Los resultados alcanzados demuestran una fuerte tendencia a la equidad, sin embargo, existen otros determinantes de vulnerabilidad como la acumulación de capital cultural, que deben reforzarse en los próximos años debido a la implantación de un sistema de acceso meritocrático, y a los cuales debe prestarse especial atención pues pueden convertirse en factores de exclusión en el largo y mediano plazo. Algunos de estos determinantes como la escolaridad de los padres, la calidad de la enseñanza precedente y el ambiente cultural comunitario son considerados en el presente trabajo.

Propuestas para introduccíon de nanociencia y nanotecnología en escuelas pre universitarias

Effective pedagogical practices for teaching Nanoscience and Nanotechnology in the pre-university education are suggested. The proposals are based on the scientific and didactical experience of the authors, on the study of the available literature and on a diagnosis of the knowledge and interest of the students. Which was conducted at a pre-university school in the city of Bauru, SP, Brazil.

The experiences of South Asian university students in the British education system and in their search for work

This research aimed to provide a comparative analysis of South Asian and White British students in their academic attainment at school and university and in their search for employment. Data were gathered by using a variety of methodological techniques. Completed postal questionnaires were received from 301 South Asian and White British undergraduates from 12 British universities, who were in their final year of study in 1985. In depth interviews were also conducted with 49 graduates who were a self selected group from the original sample. Additional information was also collected by using diary report forms and by administering a second postal questionnaire to selected South Asian and White British participants. It was found that while the pre-university qualifications of the White British and South Asian undergraduates did not differ considerably, many members in the latter group had travelled a more arduous path to academic success. For some South Asians, school experiences included the confrontation of racist attitudes and behaviour, both from teachers and peers. The South Asian respondents in this study were more likely than their White British counterparts, to have attempted some C.S.E. examinations, obtained some of their `O' levels in the Sixth Form and retaken their `A' levels. As a result the South Asians were on average older than their White British peers when entering university. A small sample of South Asians also found that the effects of racism were perpetuated in higher education where they faced difficulty both academically and socially. Overall, however, since going to university most South Asians felt further drawn towards their `cultural background', this often being their own unique view of `Asianess'. Regarding their plans after graduation, it was found that South Asians were more likely to opt for further study, believing that they needed to be better qualified than their White British counterparts. For those South Asians who were searching for work, it was noted that they were better qualified, willing to accept a lower minimum salary, had made more job applications and had started searching for work earlier than the comparable White British participants. Also, although generally they were not having difficulty in obtaining interviews, South Asian applicants were less likely to receive an offer of employment. In the final analysis examining their future plans, it was found that a large proportion of South Asian graduates were aspiring towards self employment.

A formação de professores no curso Pré-vestibular Comunitário Prof. Wellington Ricardo

Essa pesquisa trata da investigação da formação na docência no curso Pré-Vestibular Comunitário Prof. Wellington Ricardo, com sede na periferia da cidade do Rio de Janeiro, e busca avaliar como os docentes deste curso, imbuídos da construção de um ensino popular, articulam e desenvolvem diferentes saberes e práticas que passam a se constituir como características importantes de sua constituição como professor. O estudo tem como objetivos conhecer o pensamento dos docentes deste curso a respeito do que é ser professor e o seu papel na sociedade, e também verificar de que maneiras esses docentes aprimoram sua formação e a sua prática como professores atuando no WR. Para tanto, alguns elementos foram considerados, como: a história escolar dos professores do curso, sua formação inicial, bem como os fatores de contexto relacionados a diferentes vivências junto à equipe do WR que influenciam nessa aprendizagem. Os pressupostos metodológicos utilizados neste estudo se coadunam com aqueles desenvolvidos pela chamada crítica imanente e investem na possibilidade da construção de uma teoria dialética da formação de professores, visando contribuir para a constituição não-metafísica do sujeito. Este trabalho endossa a perspectiva que a comunicação inconsciente influencia, de modo muito mais efetivo e prático, do que a comunicação verbal (racionalizada pelos indivíduos), o entendimento sobre o processo de formação do magistério. A vivência proveniente da inserção desses docentes numa comunidade não-totalizante e sem hierarquias permite que competências e habilidades que dificilmente seriam possíveis num curso de formação ou numa estrutura formal de ensino fossem edificadas e difundidas com sucesso. Desse modo, pode-se constatar na pesquisa, o incremento de uma nova forma de pensar e atuar politicamente, inventada pelos docentes WR. Assim, os docentes do curso reconstroem em seu dia-a-dia uma nova maneira de fazer e viver a política. Essa reconstrução passa necessariamente pelo investimento que fazem no estabelecimento de relações de amizade e de vínculos sólidos entre seus participantes. Uma nova forma que investe na participação horizontal e valorização da solidariedade e da autonomia, que passa, por isso, a produzir uma espécie de cultura pedagógica, que serve como apoio para a formação política e também profissional dos próprios docentes.

Razões, sentimentos e projetos profissionais: experiência dos vestibulandosas (Vitória, ES, 2009 - 2010)

Dar nitidez aos sentimentos e razões que emergem das experiências dos vestibulandos de Vitória-ES, entre 2009-2010, e que os movem em direção a seus projetos profissionais é objetivo deste trabalho. A noção de projeto aqui utilizada (VELHO, 1999) afasta-se da clássica compreensão liberal do ser humano, autônomo, livre e único, responsável por seus sucessos e fracassos, subjacente a estudos sobre escolha profissional. A ideia proposta é que campo de experiências dos sujeitos marca seus projetos profissionais, mas que suas condutas deliberadas, não necessariamente racionais, expõem certas expectativas de vida, quaisquer que sejam as posições sociais desses sujeitos. Para o exame dessas expectativas, esses sujeitos foram vistos em suas relações sociais - nas interseções de classes, gênero, de cor da pele, de gerações, etc. Reconheceu-se, ainda, que razões e sentimentos (WILLIAMS, 1969), também forjam projetos profissionais de sujeitos sob diversas condições sociais e apesar delas. Por considerar que esses projetos portam manifestações humanas, nem sempre perceptíveis e tantas vezes encobertas, a metáfora do rizoma (DELEUZE; GUATTARI, 2004), foi de utilidade metodológica. Alguns indícios (GINZBURG, 2007), sugeriram caminhos de pesquisa e alguns dos significados aos sujeitos para que esses projetos pudessem ser detectados. A perspectiva da longa duração histórica e dos tempos múltiplos presidiu o exame de trajetórias selecionadas de um conjunto de sujeitos pesquisados entre os anos 2009-2010, o que favoreceu a percepção de continuidades históricas, mas também a ocorrência de mudanças de certas tendências sociais. Dois cursos de pré-vestibular, um público e um privado, em Vitória, ES, nessa conjuntura, mostraram um pouco da pluralidade de expectativas de diferentes jovens - pobres, de classes média e alta, homens e mulheres, brancos, negros e pardos, mais novos e mais velhos em relação ao ensino superior presente em seus projetos profissionais. Razões e sentimentos que os movem e que se movem, nem sempre examinados em estudos sobre a matéria, foram expostos. Contribuições de Elias (1990), de R. Williams (1969), de Bourdieu (2003, 2009), de E. P. Thompson (2002), de Löwy (1990), entre outros, apoiaram evidências de que as relações indivíduo e sociedade, sempre plurais e complexas, expressam apenas partes de seus sentidos civilizadores. Para reduzir incertezas, recorreu-se a dados macrossociais e microssociais (REVEL, 1998). Entrevistas com tais jovens e coordenadores de seus cursos, observações advindas de dinâmica de grupo e, também, exame de publicações oficiais, de periódicos de divulgação de matéria sobre vestibular, entre 2009-2010, situaram um trato de escalas analíticas de difícil exercício. Para além das relações de classes, gênero, cor da pele, geração etc., pode-se concluir que esses sujeitos, por razões e sentimentos variados, com seus projetos profissionais, tanto se deslocam de suas posições sociais de origem como as mantêm, mas todos, em suas novas experiências e de diferentes modos, também se preparam para atuar sobre os sentidos civilizadores de seu tempo.

碱法草浆造纸蒸煮黑液厌氧生物降解性及其主要微生物类群研究

造纸行业是造成我国水环境有机污染物的重要污染源之一，其水污染的特点是小厂多、草浆多、工艺落后、污染扩散面广、造成废 水排放量大，每年排放的废水量约39亿立方米，占全国工业废水排放量的1/6，其中有机污染物（以BOD5计）160万吨左右，约占全 国工业废水中有机污染物总量的1/4。尤以占全国制浆造纸行业90%以上的碱法草浆造纸厂的蒸煮黑液量大面广，除含有机物外，还 含有木质素、残碱、硫化物、氯化物等污染物，属于PH值高、色度深、难于治理的高浓度有机废水，对水体污染特别严重，各地要 求治理呼声很高，急待研究并尽快找出各种有效的治理途径。对于碱法草浆蒸煮，黑液高浓度废水的治理，有各种方法，根据国内 的研究进展和我们已有试验工作表明，最经济有效，具有实用价值，在生产上可获得成功是厌氧处理法。近10多年来，国外关于高 效厌氧处理技术研究进展迅速，并出现了多种多样的工艺设备，如高效厌氧生物反应器，并在实用化方面取得了很大成绩，建立了 生产性装置，达到了高负荷运行，效果良好。本试验是根据我们已有研究基础，针对我国国情，对小型制浆造纸厂水污染防治除了 开发碱回收及各种综合利用技术外，要特别加强废水(废液)实用技术研究的指导思想，本试验采用改进型的上流式厌氧污泥床反应 器，设计了两种试验方案，通过试验结果如下。1. 试验方案I—碱法草浆黑液酸化和厌氧发酵I号UASB反应器动态模型试验结果表 明：(1). 采用中温35℃±1℃高效厌氧反应器USAB内装有填料(陶粒)和三相分离器，具有保持高浓度生物量和防止污泥流失的特点 ，污泥浓度Vs 可达30%以上，因而具有高效、节能、产能、滞留期短的优点，当进水CODcr在7500-10000mg/l，HRT由7天缩短到3天 ，有机容积负荷在1.22gCODcr/l·d-3.43gCODcr/l·d时，CODcr平均去除率可达55%-45.5%，最高CODcr去除率可达60.2-63.5%， BOD5去除率可达75.9-83.2%,沼气容积产气率可达0.29-0.67l/l·d，每克CODcr转化为沼气产率达0.39-0.48l/gCODcr·d，CH4含量 65.8-75.5%。厌氧发酵出水再用化学法进行后处理脱除难降解的木质素，CODcr总去除率达80%以上。(2). 动态试验结果表明：采 用酸化—厌氧发酵处理黑液工艺合理，技术路线可行。2. 试验方案II—黑液用化学法(Hcl)去除木质素进行厌氧发酵，II号UASB反 应器动态模型试验结果表明：(1). 采用中温35℃±1℃高效厌氧反应器UASB(内有软填料)，当进水CODcr7000-13000mg/l左右，HRT 由6天缩短到1天，有机负荷由0.98gCODcr/l·d增加到11gCODcr/l·d时，COD平均去除率均可稳定在70-77%，BOD5去除率为87.3- 93.1%，沼气容积产气率0.21-2.6l/l·d，每克CODcr转化为沼气产率为0.39-0.48l/gCODcr·d，高的可达0.53l/gCODcr·d，转化 率较高，CH4含量63-70%。(2). 试验证明碱法草浆黑液物化预处理—厌氧发酵处理的技术路线也是可行的，工艺合理、效果较好。 在有条件的工厂可采用。3.厌氧发酵阶段几大类群微生物计数表明：(1). 当发酵工艺和运行处于相对稳定状态时，微生物群体的 组成也达到相对的稳定，各类微生物之间保持动态平衡关系。当产乙酸菌的数量为107-108个/ml时，产甲烷菌的数量为105-106 个/ml，当产乙酸菌数量为106-107个/ml时，产甲烷菌的数量为103-105个/ml。(2).稳态运行条件下，黑液预处理为甲烷发酵创造 了有利的生态环境，获得了较好的处理效果和较高的COD转化为沼气的产率0.39-0.48l/g·CODcr·d，反应器中形成较为稳定而数 量较下水污泥中高1-2个数量级的厌氧发酵微生物区系组成。这一结果为黑液厌氧发酵提供了微生物理论依据。Paper industry is one of the important pollution source of water environment in our country. Its character of water pollution is many small factories, much grass pulp, disadvantageous technique, large preading area of pullution. Its effluent makes up 1/6 of whole country's industry wastwater. Its organic pollutant accounts 1/4 of whole country's. Alkaline grass paper pulp effluent with pollutants such as ligoin, remaining alkali sulfide, chloride besides organic material, is a kind of high concentrate organic wastewater which has high PH walug, dark colour and is difficult in treatment. There is urgent require to find ways to treat the wastewater. There are different ways to treat alkaline paper grass pulp effluent. According to the research advances and our experiment work, the most economical and useful way is anaerobic degradation which was advanced quick in last ten years. In the control of waste water of small pulp paper mill, the study of wastewater utilization technology should be emphasized, besides alkaline retrieving and different kinds of comprehensive utilization technology. Our experiment used modified UASB(Upflow Anaerobic Sludge Blanket Reactor). Two kinds of plan were disgned. The results are lined below. 1. The first experiment plant-aciding black pulp effluent and methanogenic digestion. The dynamic model experiment results of I-UASB reactor showed: (1)The mesophilic(35℃±1℃)high effect UASB reactor having haydite and threee state seperation in it had the character of keeping high bioimass concentration and preventing losss of sludge. It had advantages of high effect, energe saving, energe prodcing and short HRT(Hydroulic retention time). When the influent COD was 7500-10000mg, HRT was shortened from 7 days to 3days, organic loading rate was 1.22g-3.43COD/l· d, the average COD removal efficiency was 55%-45%. The highest COD efficiency was 60.2-63.5%, BOD removal of 75.9 -83.4% was achieved. Biogass production rate were up to 0.29-0.67l/l·d. Biogass converted efficiency from every gram of COD could reach 0.39-0.48l/gCOD·d. Methane content was 65.0-75.5%. Chemical method was used to deplate lignin in anaerobic digestion effluent. Total COD removal efficiency could be more than 80%. (2)Using aciding annaerobic digestion to treat the black effluent was reseanable in technique and technology. 2. The second experiment plan-anaerobic digestion was used after the chemical method was used to deplate lignin in the black effluent. The result of dynamic experiment of II-UASB reactor showed: (1)High effect mesophilic (35℃±1℃)UASB reactor having soft slaffing in was used. When influent COD was about 7000-13000mg/l, HRT was shortened from 6 days to 1 day and organic loading rate was increased from 0.90 to 11g COD /l·d, average COD removal efficiency remained stable on 70-77%. BOD, removal efficiency was between 87.3-93.1%. Biogass production rate was 0.2-2.6l/l ·d .Biogass converted efficiency from a gram of COD was 0.39-0.481/gCOD·d with the high value of 0.53l/gCOD·d. Methane content was 63-70%. (2)The way that using physical, chemical Pre-treatment-anaerobic digestion to treat alkaline black effluent is feasible and can be used in some factories when the condition exists. 3. Counting of several class of microoganisms in anaerobic digestion stage showed: (1)As the disgestion was in stable motion, the compositon of microorganic colony could get relative stable. Dynamic balance was remaining among different kinds of microorganism such as methanogenic bacteria, Acidogenic bacteria, sulfate reducing bacteria, and heterotrophic bacteria. (2)Under stable motion, the pre-treatment of black effluent produced favourable eco-enviroment for methanegenic digestion. Good treatment effect and high biogass convertent efficiency from COD(0.39-0.48l/g·COD· d)were gotten. Some stable and high quantity(10-100times more than sewage sludge)microorganism colony were formed in the reactor. This result provided theoretical basis for anaerobic digestion of black effluent.

A situação socioeconómica e a escolha profissional

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Psicologia, com especialização em Psicologia Social e das Organizações.

Computer usage and the validity of self-assessed computer competence among first-year business students

Abstract This study evaluates the reliability of self-assessment as a measure of computer competence. This evaluation is carried out in response to recent research which has employed self-reported ratings as the sole indicator of students’ computer competence. To evaluate the reliability of self-assessed computer competence, the scores achieved by students in self-assessed computer competence tests are compared with scores achieved in objective tests. The results reveal a statistically significantly over-estimation of computer competence among the students surveyed. Furthermore, reported pre-university computer experience in terms of home and school use and formal IT education does not affect this result. The findings call into question the validity of using self-assessment as a measure of computer competence. More generally, the study also provides an up-to-date picture of self-reported computer usage and IT experience among pre-university students from New Zealand and South-east Asia and contrasts these findings with those from previous research.

Predictors of numeracy performance in undergraduate psychology, nursing and medical students

Psychology, nursing and medicine are undergraduate degrees that require students to attain a level of numerical competence for graduation. Yet, the numeracy aspect of these courses is often actively disliked and poorly performed. This study's aim was to identify what factors most strongly predict performance in such courses. Three hundred and twenty-five undergraduate students from these three disciplines were given measures of numeracy performance, maths anxiety, maths attitudes and various demographic and educational variables. From these data three separate path analysis models were formed, showing the predictive effects of affective, demographic and educational variables on numeracy performance. Maths anxiety was the strongest affective predictor for psychology and nursing students, with motivation being more important for medical students. Across participant groups, pre-university maths qualifications were the strongest demographic/educational predictor of performance. The results can be used to suggest ways to improve performance in students having difficulty with numeracy-based modules.

Das ciências naturais à genética : a divulgação científica na revista brotéria (1902-2002) e o ensino científico da companhia de Jesus nos séculos XIX e XX em Portugal

Tese de doutoramento, História e Filosofia das Ciências, Universidade de Lisboa, Faculdade de Ciências, 2014

'Team GB', 'Team England' or 'Team Scotland'? Media Representations of 'Britishness', 'Englishness' and 'Scottishness' in London 2012 and Glasgow 2014

Given the timing of the Scottish independence referendum in September 2014, the hosting of both the London 2012 Olympic Games and the Glasgow 2014 Commonwealth Games coincided with a period of considerable political turmoil and reflection within the United Kingdom. The extensive levels of public, political and media scrutiny of both of these major sporting events can therefore be framed within a wider consideration of the contemporary dynamics of the political union between the constituent nations of the UK, as well as the multifarious forms of national identities expressed within the various regions of the ‘nation-state’. Despite the growing influence of social media forms within contemporary society, politics and sport within the UK, the ‘traditional’ print media retain a central (although arguably diminishing) role in the dissemination of information relating to major societal, political and sporting issues to the British public. This paper will therefore critically reflect upon the nature of print media representations of ‘Britishness’, ‘Englishness’ and ‘Scottishness’ at London 2012 and Glasgow 2014 from both London-based and Scotland-based publications, drawing upon empirical data from completed and ongoing doctoral theses from the respective authors. In particular, the implications of the contrasting competitive structures of each event will be considered, given the symbolic differences between the unitary ‘Team GB’ at the London 2012 Olympics and the separated representative teams for Scotland and England at the Glasgow 2014 Commonwealth Games.

Viva@Matemática project: a different way to see math

Viva@Mat is a project developed by four Math teachers from the School of Industrial Studies and Management (ESEIG) that was born with the fundamental objective of engaging ESEIG students with different math backgrounds in Math challenging activities. Some of these activities were transformed into real palpable materials and others into small interactive ones, being the great majority of them proposed by ESEIG’ students themselves. This small project rapidly grew into something we didn’t expect – it did flow over the walls of our institution to the general involving community – specifically to pre-university schools through the Viva@Math Exhibits – Orange, Blue and Green (the fourth, the Purple one is still in development). Nowadays, Viva@Math Exhibits – the public face of the Project – are itinerant and have been travelling between several, and different institutions (pre-university schools, preparatory schools, libraries, among others), around ESEIG and IPP area of influence and having registered visitors/participants of all ages. In this article we will describe the Viva@Math Project, its different activities that are categorized in some “great groups” like Numerical Trivia, Logic Activities and Mental Calculation, Puzzles, Geometric Curiosities, Magic Tricks, among others, designed to challenge students to use the underlying logical-mathematical reasoning to any ordinary and everyday activity. We will give specific and concrete examples of some of the activities developed and, also, reproduce of the general stimulating feedback the Project receives from the enrolled “actors” (teachers, students and their relatives, institutions, among others). We feel that this Project has become a small “bridge” between the pre-university schools and Higher Education Institutions (HEI), in trying to shorten the “gap” between the institutions of different levels of education and bring them to work together.