Avaliacao Revista da Avaliacao da Educacao Superior最新文献_第3页

Políticas públicas de educação financeira: do processo histórico às ações práticas em Instituições de Ensino Superior 金融教育公共政策:从历史过程到高等教育机构的实际行动

Avaliacao Revista da Avaliacao da Educacao Superior Pub Date : 2023-01-01 DOI: 10.1590/s1414-40772023000100036

Daniela Cristina Lourenço Bufalo, Rafael Ângelo Bunhi Pinto

{"title":"Políticas públicas de educação financeira: do processo histórico às ações práticas em Instituições de Ensino Superior","authors":"Daniela Cristina Lourenço Bufalo, Rafael Ângelo Bunhi Pinto","doi":"10.1590/s1414-40772023000100036","DOIUrl":"https://doi.org/10.1590/s1414-40772023000100036","url":null,"abstract":"Resumo Em tempos mais atuais, a urgência de educar-se financeiramente emerge em meio a discussões que ocorrem no âmbito de organismos multilaterais e governos no mundo todo, com o propósito de formar cidadãos conscientes do impacto de suas ações como agentes financeiros individuais na sociedade global, por meio da educação. Nesse contexto, o objetivo geral deste artigo é discorrer sobre a concepção de educação financeira enquanto pública no Brasil, traçando um mapeamento das principais ações práticas no ensino superior, após a implementação da Estratégia Nacional de Educação Financeira (ENEF). Quanto à metodologia, é feito um levantamento bibliográfico dos trabalhos científicos publicados e disponibilizados nas plataformas Portal de Periódicos da Capes e SciELO-Brasil, no período compreendido entre 2011 e 2021, que abordam a educação financeira como política pública no contexto da educação superior. Como resultado, percebe-se que os estudantes da educação superior têm ficado à margem das políticas públicas sobre o tema e as universidades têm atuado de forma tímida como disseminadoras do letramento financeiro e produção de conhecimento científico, por meio de publicações acadêmicas que podem contribuir para o aprimoramento e expansão do alcance da ENEF.","PeriodicalId":30051,"journal":{"name":"Avaliacao Revista da Avaliacao da Educacao Superior","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135609909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Credenciar-se ou não na pós-graduação: a percepção de docentes de uma instituição pública 研究生是否认证:公共机构教师的看法

Avaliacao Revista da Avaliacao da Educacao Superior Pub Date : 2023-01-01 DOI: 10.1590/s1414-40772023000100011

Elisabete Stradiotto Siqueira, Erlaine Binotto, Thais Cremon, Pedro Vinícius Juchem Herrera

{"title":"Credenciar-se ou não na pós-graduação: a percepção de docentes de uma instituição pública","authors":"Elisabete Stradiotto Siqueira, Erlaine Binotto, Thais Cremon, Pedro Vinícius Juchem Herrera","doi":"10.1590/s1414-40772023000100011","DOIUrl":"https://doi.org/10.1590/s1414-40772023000100011","url":null,"abstract":"Resumo O objetivo deste estudo foi identificar a percepção de servidores doutores em relação à sua atuação na pós-graduação articulada a fatores motivacionais, pessoais e organizacionais. Aplicou-se um questionário a 502 professores doutores de programas de pós-graduação de uma instituição pública de ensino superior, obtendo-se 113 respostas válidas. Analisaram-se os dados utilizando o software estatístico R. Os resultados indicaram que a vinculação à pós-graduação está ligada à dimensão afetiva, visto que gostar do que faz (motivacional) e o relacionamento com os alunos (organizacional) foram os fatores mais destacados. Quando questionados sobre o que os levaria a se descredenciar, destacou-se a dimensão individual nos aspectos relacionados à falta de realização pessoal com a atividade e ao adoecimento pessoal ou familiar. Também indicaram questões estruturais, embora não predominantes. A forte vinculação da motivação docente relacionada a fatores pessoais e motivacionais pode explicar por que, em condições adversas, esses profissionais optam por permanecer credenciados na pós-graduação.","PeriodicalId":30051,"journal":{"name":"Avaliacao Revista da Avaliacao da Educacao Superior","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136305086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A organização do ambiente virtual de aprendizagem na EaD: o ponto de vista dos estudantes 远程教育中虚拟学习环境的组织:学生的观点

Avaliacao Revista da Avaliacao da Educacao Superior Pub Date : 2023-01-01 DOI: 10.1590/s1414-40772023000100032

Raissa Araujo Silva, Maria Cristina Leandro Paiva

引用次数: 0

Information and communication technologies in the teaching of Physical Therapy, Occupational Therapy and Speech Therapy during the COVID-19 pandemic COVID-19大流行期间物理治疗、职业治疗和语言治疗教学中的信息通信技术

Avaliacao Revista da Avaliacao da Educacao Superior Pub Date : 2023-01-01 DOI: 10.1590/s1414-40772023000100020

Maria Cristiane Barbosa Galvão, Ivan Luiz Marques Ricarte, Gabriela Rezende, Isabela Dallasta Calandrin

{"title":"Information and communication technologies in the teaching of Physical Therapy, Occupational Therapy and Speech Therapy during the COVID-19 pandemic","authors":"Maria Cristiane Barbosa Galvão, Ivan Luiz Marques Ricarte, Gabriela Rezende, Isabela Dallasta Calandrin","doi":"10.1590/s1414-40772023000100020","DOIUrl":"https://doi.org/10.1590/s1414-40772023000100020","url":null,"abstract":"Abstract Concerns related to the use of technologies in higher education are recurrent in several countries and areas of knowledge. This exploratory cross-sectional study mapped uses and perceptions of information and communication technologies in teaching Physical Therapy, Occupational Therapy and Speech Therapy during the COVID-19 pandemic in Brazil, using an online questionnaire. The study included 87 academics from Speech Therapy, Physiotherapy and Occupational Therapy courses. With regard to the institutional support received during the pandemic for the use of information and communication technologies in the teaching-learning process, 84 participants manifested themselves, of which 13 (15.5%) declared that this support was poor; 40 (47.6%) that the support was fair, 23 (27.4%) that the support was good, and 8 (9.5%) that the support was excellent. Thematic analysis of 87 responses observed the predominance of three themes: positive perceptions about the use of technologies, perceptions related to adversities in the use of technologies and perceptions related to strategies to improve the use of information and communication technologies in the teaching-learning process, highlighting the perceptions related to adversities. It was noted that remote teaching has disadvantages derived from the potential lack of preparation of the academic community for the use of technologies, as well as specificities related to the field of health, such as the necessary student-patient relationship. Thus, the use of information and communication technologies in teaching these areas demands in-depth attention from higher education institutions and the academic community for the adoption, training and evaluation of innovations.","PeriodicalId":30051,"journal":{"name":"Avaliacao Revista da Avaliacao da Educacao Superior","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135700063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

High School National Exam (Enem) under the perspective of the quotas policy at the Federal University of Goiás (UFG) 联邦大学Goiás (UFG)配额政策视角下的高中统考(Enem)

Avaliacao Revista da Avaliacao da Educacao Superior Pub Date : 2023-01-01 DOI: 10.1590/s1414-40772023000100018

Thays Santos Souza, Lúcia Maria de Assis

引用次数: 0

FIES, PROUNI and REUNI: unfinished paths for the democratization of access to higher education FIES、PROUNI和REUNI:高等教育民主化尚未完成的道路

Avaliacao Revista da Avaliacao da Educacao Superior Pub Date : 2023-01-01 DOI: 10.1590/s1414-40772023000100016

Guilherme Andre Dal Moro, Maria Lourdes Gisi

{"title":"FIES, PROUNI and REUNI: unfinished paths for the democratization of access to higher education","authors":"Guilherme Andre Dal Moro, Maria Lourdes Gisi","doi":"10.1590/s1414-40772023000100016","DOIUrl":"https://doi.org/10.1590/s1414-40772023000100016","url":null,"abstract":"Abstract The study aims investigate public policies for the democratization of access to Higher Education and identify how these expansionist policies are presented in the scientific production of the education area. This is a qualitative research, develop through a narrative review in the database of Scientific Electronic Library Online - SciELO and Portal de Periódicos Capes. Fifty-eight articles were selected based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) steps and guidelines: identification, screening, eligibility and inclusion. The studies have shown that these public policies of State, focused on the democratization of Higher Education, over the last two decades, aimed the increasing of the number of registrations as a mechanism to promote social inclusion, without change substantially the factors that originate the education and social inequality. More effective results of these public policies demand improvements in the Basic and Higher Education infrastructure, in the qualification and remuneration of teachers, in the student’s conditions of permanence and better appreciation of the Basic and Higher Education system.","PeriodicalId":30051,"journal":{"name":"Avaliacao Revista da Avaliacao da Educacao Superior","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135700716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A pesquisa em educação: histórico e tendências temáticas na pós-graduação stricto sensu do Pará, Região Norte, Brasil 教育研究:巴西北部para州研究生课程的历史和主题趋势

Avaliacao Revista da Avaliacao da Educacao Superior Pub Date : 2023-01-01 DOI: 10.1590/s1414-40772023000100024

Gracilene Ferreira Pantoja, João Batista Santiago Ramos, Yvens Ely Martins Cordeiro

引用次数: 0

Credentiating or not in graduate programs: the perception of professors from a public institution 在研究生课程中是否有资格:来自公共机构的教授的看法

Avaliacao Revista da Avaliacao da Educacao Superior Pub Date : 2023-01-01 DOI: 10.1590/s1414-40772023000100010

Elisabete Stradiotto Siqueira, Erlaine Binotto, Thais Cremon, Pedro Vinícius Juchem Herrera

{"title":"Credentiating or not in graduate programs: the perception of professors from a public institution","authors":"Elisabete Stradiotto Siqueira, Erlaine Binotto, Thais Cremon, Pedro Vinícius Juchem Herrera","doi":"10.1590/s1414-40772023000100010","DOIUrl":"https://doi.org/10.1590/s1414-40772023000100010","url":null,"abstract":"Abstract The objective of this study was to identify the perception of doctoral staff members regarding their involvement in graduate programs considering motivational, personal, and organizational factors. A questionnaire was administered to 502 PhD professors from graduate programs at a public institution of higher education, obtaining 113 valid answers. The data were analyzed using the statistical software R. The results indicated that the affiliation to the graduate programs is linked to the affective dimension, as enjoying what they do (motivational) and their relationship with students (organizational) were the most highlighted factors. When asked about what would lead them to self-discredit, the individual dimension was emphasized, particularly concerning aspects related to a lack of personal fulfillment with the activity and personal or family health issues. Structural issues were also indicated, although not predominant. The strong connection of the professors' motivation related to personal and motivational factors may explain why these professionals choose to remain accredited in graduate programs in adverse conditions.","PeriodicalId":30051,"journal":{"name":"Avaliacao Revista da Avaliacao da Educacao Superior","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136304855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0