Showing papers in "Educação & Sociedade in 2006"
TL;DR: In this article, the authors discuss the contributions of the "policy cycle approach" to analyze educational policies and present a set of questions to the trajectory analysis of educational policies or programs, and argue that this approach is a useful analytical framework that allows a critical and contextualized analysis of programs and educational policies from their formulation to their implementation.
Abstract: This paper discusses the contributions of the 'policy cycle approach' to analyze educational policies. Formulated by Stephen Ball and Richard Bowe, such approach has been applied in different contexts as a theoretical and analytical framework to examine educational policies. This paper presents the main ideas of this approach, the debate surrounding it, and its contribution to the analysis of educational policies. Based on the five contexts of the policy cycle, namely: influence, text production, practice, outcomes and the political strategy; this paper also presents a set of questions to the trajectory analysis of educational policies or programs. It argues that this approach is a useful analytical framework that allows a critical and contextualized analysis of programs and educational policies from their formulation to their implementation in the context of practice as well as the policy effects.
302 citations
TL;DR: In this paper, an estudo epidemiologico transversal com todos os 808 professores da Rede Municipal de Ensino de Vitoria da Conquista, Bahia, encontrou elevadas prevalencias de queixas de cansaco mental (70,1%) and of nervosismo (49,2%).
Abstract: Um estudo epidemiologico transversal com todos os 808 professores da Rede Municipal de Ensino de Vitoria da Conquista, Bahia, encontrou elevadas prevalencias de queixas de cansaco mental (70,1%) e de nervosismo (49,2%). Diversos fatores de risco associaram-se a cansaco mental e a nervosismo: idade >27 anos, ser mulher, ter filhos, escolaridade media, lecionar >5 anos, vinculo de trabalho estavel, trabalho em zona urbana, carga horaria semanal >35h, renda >360 reais, sobrecarga domestica media/alta, nao ter atividades de lazer, alta demanda no trabalho e baixo suporte social. A classificacao do trabalho docente, segundo o Modelo Demanda-Controle de Karasek, revelou os quadrantes "baixa exigencia" (40,3%) e "trabalho ativo" (39,7%), ambos com alto controle das atividades por parte dos professores. Professores em trabalho de "alta exigencia" e "trabalho ativo" apresentaram prevalencias de cansaco mental e de nervosismo mais elevadas que aqueles de "baixa exigencia".
142 citations
TL;DR: In this article, the authors discuss the role of childhood education in the con- text of Brazilian educational policies and analyze the importance of the changes in the pedagogy course curriculum.
Abstract: This paper discusses childhood education in the con- text of Brazilian educational policies. In a first moment, childhood education is situated in the political panorama and the challenges of this field are presented. The paper then focuses on teacher education, one of the most expressive challenges of Brazilian educational poli- cies and analyses the importance of the changes in the Pedagogy Course curriculum. In a third moment, it explores childhood edu- cation and basic school (now 9 year long) as inseparable levels of the democratization process of Brazilian education and points out the
92 citations
TL;DR: In this article, a documentação de Lula et al. compreende a relacao complexa e dinâmica da politica publica for o ensino superior no governo Lula, no que tange ao Projeto Universidade para Todos (PROUNI) e sua articulacao com a politica fiscal and o financiamento por meio da renuncia tributia.
Abstract: O objetivo deste texto e compreender a relacao complexa e dinâmica da politica publica para o ensino superior no governo Lula, no que tange ao Projeto Universidade para Todos (PROUNI) e sua articulacao com a politica fiscal e o financiamento por meio da renuncia tributaria. Pretende-se ainda analisar as condicoes de acesso aos estudantes pobres e questionar o programa como politica publica de democratizacao. Neste contexto, o respaldo da sociedade civil em busca do diploma de graduacao tem sido acompanhado da pressao de associacoes representativas do segmento privado. A tentativa de regular o sistema e obter retorno da renuncia fiscal concedida as filantropicas foi restringida a medida que a evolucao do texto legal foi na direcao do afrouxamento do aparato estatal. Conclui-se que o empecilho a democratizacao esta na escassez de vagas publicas e gratuitas. Nesse momento, as medidas voltadas a expansao do segmento federal ainda sao insuficientes para reverter este quadro perverso.
62 citations
TL;DR: Using technological resources to develop the educa- tional process of professionals in the area of education currently raises a few questions as: How can these resources be used in the process? How does the relation between pedagogical authority and authoritarianism develop in an environment of virtual learning? as mentioned in this paper
Abstract: Using technological resources to develop the educa- tional process of professionals in the area of education currently raises a few questions as: How can these resources be used in the process? How does the relation between pedagogical authority and authoritarianism develop in an environment of virtual learning? This
54 citations
TL;DR: In this article, a comparison between the policies of professional education formulated between 1995 and 2005, i.e. in the second term of President Fernando Henrique Cardoso and the administration of President Luis Inacio Lula da Silva, and the demands of the working class faced with the changes in the world of work owing to the regime of
Abstract: This article aims at drawing a comparison between the policies of professional education formulated between 1995 and 2005, i.e. in the second term of President Fernando Henrique Cardoso and the administration of President Luis Inacio Lula da Silva, and the demands of the working class faced with the changes that have taken place in the world of work owing to the regime of
53 citations
TL;DR: The Resolution of the CNE (Brazilian Board of Educa- tion) instituting National Curriculum Guidelines for pedagogy un- dergraduate courses revives the debate around the nature of peda-
Abstract: The Resolution of the CNE (Brazilian Board of Educa- tion) instituting National Curriculum Guidelines for pedagogy un- dergraduate courses revives the debate around the nature of peda-
53 citations
TL;DR: The Projeto de Lei de Reforma da Educacao Superior (LEI-RESUMO) as mentioned in this paper is a reforma of the lei de diretrizes and bases of the education system in Brazil.
Abstract: o– Esta Lei estabelece normas gerais da educacao superior, regula a educacao superior no sistema federal de ensino e altera a lei de diretrizes e bases da educacao nacional. (Projeto de Lei de Reforma da Educacao Superior) RESUMO. Este artigo visa percorrer os caminhos da reforma universitaria no Brasil, no periodo de 1995-2006, que podera ter como ultima etapa a aprovacao ou nao do Projeto de Lei da Reforma Universitaria, elaborada pelo governo Lula da Silva, em tramitacao no Congresso Nacional. Alem de apresentar o contexto macroeconomico e politico em que se tem processado a reforma da educacao superior no pais, em cuja orientacao se destacam algumas teses disseminadas por organismos (financeiros) multilaterais, busca-se mostrar: 1) como houve muito mais continuidades que rupturas entre os governos FHC e o governo Lula da Silva, tanto no campo da economia e da administracao publica, como da educacao superior; 2) como a atual versao (Casa Civil) do Projeto de reforma universitaria, apesar de precedida de amplo e inedito processo de discussao publica, nem faz jus ao Plano de Governo Lula para a educacao superior (2003-2006), nem garante sequer alguns avancos em relacao a autonomia e ao financiamento (das IFES) presentes na sua versao anterior (MEC). Conclui com a hipotese de que, dada a conjuntura politica atual, dificilmente este projeto sera aprovado no Congresso Nacional e, se o for, tendera a apresentar mudancas que aprofundariam o carater neopragmatico e eficientista da reforma em curso nos ultimos anos.
52 citations
TL;DR: In this paper, the authors deal with the process of elaboration and implantation of the National System of Higher Education Evaluation (SINAES) in the government of Luiz Inacio Lula da Silva, and show that the law presents antagonistic conceptions of evaluation, which receive divergent influences from the Program of Institutional Evaluation of Brazilian Universities (PAIUB) and the National Test of Courses (ENC).
Abstract: In the debate on the evaluation of higher education, which began in the 1980s, positions oscillate between considering it as an internal process of institutional self-knowledge or as a tool for the State and/or the market to regulate the Institutions. In this context, this paper deals with the process of elaboration and implantation of the National System of Higher Education Evaluation (SINAES) in the government of Luiz Inacio Lula da Silva. It shows that the law presents antagonistic conceptions of evaluation, which receive divergent influences from the Program of Institutional Evaluation of Brazilian Universities (PAIUB) and the National Test of Courses (ENC). It concludes that SINAES has the merit to signalize a change from the conception of evaluation centered on the market to an emphasis on quality improvement. However, the lack of a clear definition of a model to be adopted shows the lack of clarity in the higher education policies conducted under Lula's administration.
42 citations
TL;DR: In this paper, an analysis of public policys publicação publicas de educacao no Brasil is presented, with a focus on gender in the context of genero.
Abstract: RESUMO: Este artigo examina a inclusao da perspectiva de genero na educacao infantil e no ensino fundamental, no periodo de 1988 a 2002, com enfase no Referencial Curricular Nacional para a Educacao Infantil (RCNEI) e nos Parâmetros Curriculares Nacionais para o ensino fundamental (PCN). Conclui que, embora esses documentos constituam importantes instrumentos de referencia para a construcao de politicas publicas de educacao no Brasil, a partir da otica de genero, contribuindo com a formacao e com a atuacao de professoras e professores, essas politicas nao sao devidamente efetivadas pelo Estado. Nao existem estudos sistematizados sobre a efetividade dessas proposicoes e sobre possiveis mudancas na pratica pedagogica de educadoras(es). Desse modo, sua legitimidade fica prejudicada, assim como a proposicao de uma politica que pretende garantir condicoes igualitarias de qualidade para o sistema de ensino e para a formacao docente, a partir de um curriculo nacional. Palavras-chave: Educacao. Genero. Politicas publicas. Parâmetros Curriculares Nacionais. Referencial Curricular Nacional para a Educacao Infantil. GENDER IN BASIC EDUCATION: WHO CARES? AN ANALYSIS OF THE PUBLIC POLICY DOCUMENTS PUBLISHED IN BRAZIL
41 citations
TL;DR: In this article, the authors explored the policy of education finance through the funds FUNDEF and FUNDEB, which redistribute between the state and municipal governments, part of taxes (15% of some, in the case of FUNDEF, and 20% of a greater number of taxes) already linked to the maintenance and development of education as provided for in the Brazilian Constitution of 1988, based on the number of enrolments in regular basic education ( FUNDEF) and primary education (FUNDEB).
Abstract: This paper explores the policy of education finance through the funds FUNDEF and FUNDEB, which redistribute between the state and municipal governments, part of taxes (15% of some, in the case of FUNDEF, and 20% of a greater number of taxes, in the case of FUNDEB) already linked to the maintenance and development of education as provided for in the Brazilian Constitution of 1988, based on the number of enrolments in regular basic education (FUNDEF) and primary education (FUNDEB). The role of the federal government would be to provide additional finance to those state funds whose value per enrolment would not reach the minimum national value, in order to guarantee a minimum standard of quality. This text emphasizes some of the deficiencies of both funds. One is that they provide very few new resources to the educational system as a whole, since the federal contribution (which would constitute these new resources) was insignificant with FUNDEF and will not be significant with FUNDEB. Another deficiency is that some governments get more than they contribute while others get less, which means that only governments gaining and/or receiving the federal contribution have more chances to maintain and develop education and to valorize their teaching staff.
TL;DR: In this paper, the transformation of the teacher category during the military regime (1964-1985) was explored, showing that teachers did not originate exclusively from the urban middle classes and fractions of the economical elite, but also from popular classes.
Abstract: This paper explores the transformation sUFFered by the teacher category during the military regime (1964-1985). It shows that teachers did not originate exclusively from the urban middle classes and fractions of the economical elite, but also from popular classes. An ascendant and descendant social mobilization process thus took place: those who originated from "upper" classes became proletarianized, while those from popular origin rose to a middle class profession. This new category, made up by these two sections, was submitted to standards of life and work determined by salary tightening. The analysis of this phenomenon is here carried out taking as a starting point the Confederation of Brazilian Primary Teachers, which, due to the dictatorship's educational reforms, grew numerically and transformed itself into the Confederation of Brazilian Teachers. Owing to this quick and profound transformation, the profession sUFFered, from then on, an identity crisis - moving towards the proletarianization of intellectual practice.
TL;DR: In this paper, the authors examined the implementation of quotas system in Federal University of Bahia and compared the re- sults of two surveys of DataFolha Institute in 2005 and 2006 to re- flect the changes of perception of Brazilian people about affirmative action to blacks.
Abstract: This article examines the implementation of quotas system in Federal University of Bahia. Initially, it compares the re- sults of two surveys of DataFolha Institute in 2005 and 2006 to re- flect the changes of perception of Brazilian people about affirmative action to blacks. Secondly, the authors emphasize the debate on quotas system between teachers in the Federal University of Bahia. The text
TL;DR: In this paper, a lei federal 11.274/2006, promulgada em 6 de fevereiro deste ano, passa a duracao de 9 anos, com a inclusão das criancas de 6 anos de idade.
Abstract: Pela Lei federal 11.274/2006, promulgada em 6 de fevereiro deste ano, o ensino fundamental no Brasil passa a ter a duracao de 9 anos, com a inclusao das criancas de 6 anos de idade. No entanto, alguns municipios e estados se anteciparam a esta lei, pois antes de sua promulgacao ja haviam estendido a obrigatoriedade escolar, a partir dos 6 anos, passando o ensino fundamental a ter um ano a mais de duracao. Este e o caso de Minas Gerais que, em 2004, instituiu o ensino fundamental de 9 anos, incluindo as criancas de 6 anos de idade. Neste contexto, este artigo busca mostrar como foi implantado o ensino fundamental de 9 anos em Minas Gerais, considerando a realidade educacional brasileira. O objetivo e fazer uma analise sobre esta medida e identificar que condicoes possibilitaram sua emergencia e as consequencias de sua implementacao para o ensino fundamental e para a educacao infantil. Nesse sentido, considera-se a necessidade de discutir os efeitos de uma politica em suas interacoes com outras politicas. Para isso, busca-se nao endossar apenas os efeitos positivos mais aparentes e tambem nao aderir apressadamente as criticas ate entao levantadas sobre esta politica.
TL;DR: In this article, Bhabha, Pierucci, Scott, Skliar et al. discute a questao da diferenca na educacao, por meio de estudos recentes that focalizam os campos das relacoes etnicas, geracionais, de genero, assim como diferencas fisicas e mentais.
Abstract: Problematizando o racismo e os processos de discriminacao sociocultural, discute-se a questao da diferenca na educacao, por meio de estudos recentes que focalizam os campos das relacoes etnicas, geracionais, de genero, assim como das diferencas fisicas e mentais. Tendo como referencia Bhabha, Pierucci, Scott, Skliar e, de modo particular, jovens pesquisadores que se apresentaram na 25a Reuniao Anual da ANPEd, busca-se compreender as motivacoes construidas nos processos identitarios relativos a diferenca. Conclui-se que as novas perspectivas emergentes de compreensao das diferencas indicam uma visao mais complexa do diferente, para alem do paradigma da diversidade. Deste modo, surge o campo hibrido, fluido, polissemico, ao mesmo tempo promissor, da diferenca, que se constitui nos entrelugares das enunciacoes de distintos sujeitos e das multiplas identidades socioculturais.
TL;DR: Palavras-chave as discussed by the authors trata a relacao entre exclusao and social education, with a hipotese de que existe uma disputa entre projetos sociais e educacionais contraditorios.
Abstract: RESUMO: O artigo trata da relacao entre exclusao e educacao social. Objetiva trazer elementos que permitam uma discussao sobre a realidade e as concepcoes de exclusao/inclusao e educacao social, com o fim de re-velar ideologias e interesses que as informam. Trabalha com a hipotese de que existe uma disputa entre projetos sociais e educacionais contraditorios, resultando, dai, estrategias de combate a exclusao e promotoras de inclusao, encarnadas em concepcoes e praticas de educacao social, como resposta as demandas de politicas sociais publicas provenientes das populacoes de criancas e jovens em situacao de vulnerabilidade. A problematizacao desses conceitos – exclusao e educacao social – podera contribuir a formulacao de politicas para a educacao publica. Palavras-chave: Exclusao. Educacao social. Movimentos sociais. Trabalho e educacao. EXCLUSION AND SOCIAL EDUCATION: SUPERFICIAL AND THOROUGH CONCEPTS
TL;DR: In this article, as novas diretrizes curriculares do curso de pedagogia, objeto de normatizacao do Conselho Nacional de Educacao (CNE), em 2005, a partir do debate feito a luz do acervo de conhecimentos teorico-praticos sistematizados pelas principais entidades do campo educacional (ANFOPE, ANPED, CEDES, FORUMDIR, ANPAE).
Abstract: Neste artigo, os autores analisam as novas diretrizes curriculares do curso de pedagogia, objeto de normatizacao do Conselho Nacional de Educacao (CNE), em 2005, a partir do debate feito a luz do acervo de conhecimentos teorico-praticos sistematizados pelas principais entidades do campo educacional (ANFOPE, ANPED, CEDES, FORUMDIR, ANPAE).1 Evidenciam, criticamente, alguns dos problemas e das tensoes que marcam a trajetoria desse curso ao longo da historia da educacao brasileira. Focalizam, no âmbito das politicas educacionais, em especial, o movimento dos educadores pela definicao das diretrizes curriculares para a formacao dos profissionais da Educacao Basica, que reflete posicoes de ordem epistemologica, pedagogica e politica atinentes as visoes e aos projetos educacionais em disputa, no Brasil, nas ultimas decadas. A problematizacao das diretrizes curriculares concorre para ampliar a compreensao da complexidade do campo da pedagogia e dos desafios teorico-praticos com que as instituicoes de ensino superior, em particular as universidades, deparam-se para materializar a reforma do curso de pedagogia, na esteira das novas regulamentacoes legais e na perspectiva de uma formacao cidada.
TL;DR: The principle of compulsory school attendance has been challenged by the North-American movement for home school- ing, which has equivalents in Brazil as discussed by the authors, and this paper points out legal texts and their official (definitive) interpretation and the conceptions and arguments that ground both positions.
Abstract: The principle of compulsory school attendance means an interference of the authorities to create socialization spaces that lead to an equality of opportunities in the provision of basic knowl- edge and acquisition of basic reference values. Such principle has been contested by the North-American movement for home school- ing, which has equivalents in Brazil. In addition to presenting his- torical aspects that are crucial to understand mandatory school at- tendance in Brazil, this paper points out legal texts and their official (definitive) interpretation and the conceptions and arguments that ground both positions.
TL;DR: In this paper, a trabalho discute o papel da lingua de sinais na construcao da identidade surda, and buscamos trazer esta discussao for o campo da surdez levando em conta que, o interlocutor privilegiado da crianca surda e o proprio surdo and o lugar de contato com essa lingua se da, for a maioria dos alunos, dentro das instituicoes ou escolas espe
Abstract: Este trabalho discute o papel da lingua de sinais na construcao da identidade surda. Diferentes autores tem discutido a relacao lingua(gem) na construcao da identidade, destacando-se que esta se constitui a partir da significacao - ao significar o sujeito se significa (Orlandi, 1998). Dessa forma, buscamos trazer esta discussao para o campo da surdez levando em conta que, o interlocutor privilegiado da crianca surda e o proprio surdo e o lugar de contato com essa lingua se da, para a maioria dos alunos, dentro das instituicoes ou escolas especiais para surdos. Observamos que a insercao do professor surdo na sala de aula contribui para que os alunos nao somente encontrem possibilidades de construcao da narrativa em lingua de sinais, mas tambem se percebam como surdos, construindo sua identidade ja na idade de 5-7 anos, assumindo e diferenciando papeis na interacao, principalmente em relacao ao professor surdo e ao professor ouvinte. A perspectiva de educacao bilingue na area da surdez esta antecipando a consciencia dos proprios surdos sobre o significado da surdez, o que ha bem pouco tempo acontecia somente na idade adulta.
TL;DR: In this article, the authors analyze the reform project presented by the federal government and highlight some of its positive aspects and, at the same time, stress that it represents an opportunity to publish a new academic pact among the diverse actors involved in the system, which could be grounded on a commitment towards academic quality and the rescue of the public dimension of Brazil- ian higher education.
Abstract: Based on certain transformations that have taken place, these last years, in both the international and Brazilian contexts of higher education, this paper analyzes the reform project presented by the federal government. It points out some of its positive aspects and, at the same time, stresses that it represents an opportunity to es- tablish a new academic pact, among the diverse actors involved in the system, which could be grounded on a commitment towards academic quality and the rescue of the public dimension of Brazil- ian higher education.
TL;DR: In this paper, the authors present an analysis of the present situation based on the rise of the State's insistence on greater effectiveness, and identify three issues: 1) the necessary tensions between plural approaches to teacher development and school improvement; 2) the ways of dealing with forms of obligation of results in teacher training, and 3) the definition of "science" and "research" in the context of the return to prominence of "hard sciences".
Abstract: With regard to the professional training of teachers in university settings, this paper presents an analysis of the present situation based on the rise of the State's insistence on greater effectiveness. It identifies three issues: 1) the necessary tensions between plural approaches to teacher development and school improvement; 2) the ways of dealing with forms of obligation of results in teacher training, and 3) the definition of "science" and "research" in the context of the return to prominence of "hard sciences". It argues that a university has more autonomy than a normal school and can hold itself aloof from certain perils. If university is unable of generating fruitful tensions between plural approaches to teacher development and school improvement; of sophisticatedly responding to the obligation of results; and of developing a critical relationship to science in teachers, who will be?
TL;DR: Focaliza como a perspectiva multi/intercultural esta sendo incorporada pelos profissionais do campo da didatica as mentioned in this paper, discute-se como esses professionais estao percebendo as contribuicoes e os temas that emergem quando se analisam as relacoes entre didaticsa and multiculturalismo, e tambem os riscos e os desafios inerentes a essa tematica.
Abstract: Focaliza como a perspectiva multi/intercultural esta sendo incorporada pelos profissionais do campo da didatica. A partir da analise de 20 depoimentos, discute-se como esses profissionais estao percebendo as contribuicoes e os temas que emergem quando se analisam as relacoes entre didatica e multiculturalismo e tambem os riscos e os desafios inerentes a essa tematica. Entre preocupacoes e possibilidades, os entrevistados apontam questoes de particular importância, tais como: tensao entre social e cultural, articulacao igualdade e diferenca, bem como a problematica do universalismo versus relativismo cultural. Sao aspectos relevantes que vimos trabalhando em diferentes projetos de pesquisa, em particular no projeto Ressignificando a didatica na perspectiva multi/intercultural, com o objetivo de ultrapassar uma visao dicotomica entre esses polos. Nossa intencao e contribuir para a construcao de uma didatica critica "atravessada" pela perspectiva multi/intercultural.
TL;DR: In this paper, a research conducted on a preschool class, in Sao Leopoldo (RS, Brazil) -the Turma do Pre -the categories children's cultures, work and resistance were identi- fied based on the children's voices, which are understood as manifes- tations wider than simples speeches, through an ethnography approach.
Abstract: This paper presents the results of a research conducted on a preschool class, in Sao Leopoldo (RS, Brazil) - the Turma do Pre. The categories children's cultures, work and resistance were identi- fied based on the children's voices, which are understood as manifes- tations wider than simples speeches, through an ethnography ap- proach.
TL;DR: In this article, the conditions for the implemen- tation of policies of inclusive education in Brazil and in the United Kingdom of England are analyzed. And the implementation of these policies are inserted in a movement of exclusive characteristics that has affected western societies since the Second World War.
Abstract: This paper analyses the conditions for the implemen- tation of policies of inclusive education in Brazil and in the United Kingdom of England. These policies are inserted in a movement of exclusive characteristics that has affected the western societies since the Second World War. Opposing to this movement that excludes persons and groups from the world of work, consumption and so- cial rights, inclusive policies affirm the necessity of providing educa- tion to all individuals in a society. The implementation of these poli-
TL;DR: The authors explores the dialectical relationship between the social movements, the State and the Brazilian society in the XIXth-XXth centuries and shows that far from peripheral movements, social movements are explanatory keys to understand and interpret each historical period of Brazilian society.
Abstract: This text explores the dialectical relationship between the social movements, the State and the Brazilian society in the XIXth-XXth centuries. Its approach identifies the social movements as "translators" of the complex developing mechanisms of the Brazilian society. This reveals areas of structural deficiencies, centers of dissatisfaction, and collective desires, and allows mapping the topography of the social relations during this period. It also shows that far from peripheral movements - as they are hegemonically represented -, the social movements are actually explanatory keys to understand and interpret each historical period of the Brazilian society. The paper then rebuilds the articulation between form and content of the social movements in their relation to the historical determinants and discusses the theoretical paradigm shifts in the 1970s, 80s and 90s.
TL;DR: A pesquisa realizada over a period of dois anos in escolas do Rio de Janeiro as mentioned in this paper revealed a chamada reserva de vagas for negros no ensino superior and o chamado estatuto da igualdade racial.
Abstract: O artigo tem como objetivo principal discutir os impactos das atuais politicas publicas, especialmente a chamada reserva de vagas para negros no ensino superior e o chamado estatuto da igualdade racial. Os dois projetos estao tramitando no Congresso. O artigo descreve os primeiros resultados da pesquisa realizada nos ultimos dois anos em escolas do Rio de Janeiro. A autora se pergunta se temos o direito de modificar as formas tradicionais de enfrentamento da discriminacao e do preconceito utilizadas por estes alunos. As escolas pesquisadas, frequentadas por estudantes de comunidades pobres, em sua maioria, foram observadas por meio da metodologia classica da antropologia, com estudos de caso intensivo feitos por estudantes universitarios de graduacao e pos-graduacao. A equipe de pesquisa, coordenada pela autora, vivenciou o cotidiano das escolas e observou seus rituais, cerimonias, as aulas, os conselhos de classe e, ainda, os programas especiais ali realizados.
TL;DR: In this paper, the authors highlight both the independent natures of private and public spaces, and the interaction between them, and highlight how the concept of gender is dealt with in educational systems.
Abstract: Understanding how the concept of gender is dealt with in educational systems requires a holistic comprehension of its actors and spaces. Social mapping helps visualize the many grounds and points of convergence and divergence. This paper highlights both the independent natures of private and public spaces, and the interaction between them. The private sphere (the home) definitely reduces women's possibilities for full citizenship. Dominated by the state and international agencies, the public space promotes a partial remedy - parity in access to schooling - but ignores curricula that
TL;DR: In this paper, the authors focus on the classroom use of newspaper and magazine texts and its connection with the learning process, and criticizes the excessive usage of fragments of journalistic discourse in school textbooks, to the detriment of other text forms.
Abstract: This paper focuses on the classroom use of newspaper and magazine texts and its connection with the learning process. It criticizes the excessive usage of fragments of journalistic discourse in school textbooks, to the detriment of other text forms. The quality of journalistic narration is questioned and the risks incumbent on an