Revista Lusofona de Educacao最新文献

{"title":"Desigualdade e juventude: reflexões acerca de critérios adotados pelo plano nacional de assistência estudantil no Brasil","authors":"Mariana Lins de Oliveira, Swamy de Paula Lima Soares, Ruy de Deus e Mello Neto","doi":"10.24140/issn.1645-7250.rle49.08","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle49.08","url":null,"abstract":": The National Student Assistance Plan - PNAES - emerges in the context of expansion and democratiza- tion of higher education in Brazil. It was created by the Ordinance of the Ministry of Education No. 39, from December 12, 2007. The target audience for This plan is students regularly enrolled in undergraduate courses, coming from public education system, and with per capita family income of less or equal to 1.5 minimum wages. These criteria tend to classify as equal young people who come from the most different family matrices. Notably, people from different socioeconomic backgrounds. Thus, based on the contradictions presented above, the effort of this article focuses on reflecting on how the plan emerges in the context of expansion of higher education, discussing possible discrepancies as a result of a target audience design without greater concern for its internal differences. To this end, through both conceptual discussion and data analysis of the National Performance Exam in the years 2015 to 2017, we seek to demonstrate that there is no equality between students of the Federal Higher Education System within the profile adopted by the plan.","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69106515","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}

{"title":"Editorial","authors":"António Teodoro, José Brás, Maria Neves Gonçalves","doi":"10.24140/issn.1645-7250.rle49.edit","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle49.edit","url":null,"abstract":"","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48043561","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}

{"title":"Nota Introdutória - Educação Superior: novos cenários em políticas públicas, gestão e avaliação","authors":"Edineide Jezine, Uyguaciara Veloso Castelo Branco","doi":"10.24140/issn.1645-7250.rle49.05","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle49.05","url":null,"abstract":"","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47585319","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}

{"title":"Calidad de la escritura académica: comparación de los efectos de comentarios de pares de escritura y expertos","authors":"Yudi Herrera-Núñez","doi":"10.24140/issn.1645-7250.rle49.01","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle49.01","url":null,"abstract":"Resumen Los comentarios de revisión de los pares se pueden en una estrategia para influir en la calidad de la escritura de los estudiantes. Este estudio propone identificar el grado de influencia de los comentarios de de escritores experimentados y pares en la escritura del texto final. La metodología adoptada da cuenta del tipo de comentarios de es - critores expertos y pares de escritura según la taxonomía de revisiones de Faigley y Witte (1981), y el análisis temático sobre el tipo de comentarios de revisión y la escritura reflexiva. La muestra estuvo conformada por 50 textos finales, dos borradores y las reflexiones de escritura de 50 estudiantes del curso de Comunicación Académica de una universidad pública chilena. Entre las principales conclusiones podemos señalar que tanto la recepción como la elaboración de comentarios inciden en la mejora de la calidad de la escritura y generan actitudes más positivas hacia la escritura. En general, los estudiantes expertos producen más comentarios de profundidad, aunque menos elogiosos y al participar de actividades de revisión, los estudiantes toman conciencia de su propio proceso (referencia, estructuración de párrafos, adición de información, parafraseo y síntesis) como en la adopción de estrategias de escritura al ofrecer comentarios formativos a sus pares. pares. Palavras-chave: comentários de revisão; revisão por pares; escrita acadêmica. Summary: Peer review comments can become a strategy to influence the quality of student writing. This study pro - poses to identify the degree of influence of the review comments of experienced writers and peers in the writing of the final text. The methodology adopted compares the type of comments of expert writers and writing pairs according to the taxonomy of reviews by Faigley and Witte (1981), and the thematic analysis on the type of review comments and reflexive writing. The sample consisted of 50 final texts, two drafts and the writing reflections of 50 students of the Academic Communication course of a Chilean public university. Among the main conclusions, we can point out that both the reception and the elaboration of comments affect the improvement of the writing quality and generate positive attitudes towards writing. In general, the expert students produce more in-depth comments, although less complimentary, and and when the students participate in review activities, they become aware of their own writing process (reference, paragraph structure, addition of information, paraphrasing and synthesis). At the same time, they adopt writing strategies by offering formative comments to their peers.","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69106861","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}

{"title":"RECENSÃO. Teodoro, A. (2020). Contesting the Global Development of Sustainable and Inclusive Education. Education Reform and the Challenges of Neoliberal Globalization.","authors":"N. Fraga","doi":"10.24140/issn.1645-7250.rle49.15","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle49.15","url":null,"abstract":"","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47388991","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}

{"title":"Universidade Multicampi e o processo de interiorização da pós-graduação stricto sensu: desafios e possibilidades","authors":"Angra Santos Porto, Marcius de Almeida Gomes, S. Silva","doi":"10.24140/issn.1645-7250.rle49.04","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle49.04","url":null,"abstract":": The National Postgraduate Plan (PNPG - 2011-2020) addresses the reduction of regional disparities in the offer of Stricto Sensu Graduate Programs in Brazil, based on the diagnosis and strategic policies by mesoregions. In this sense, this research investigated the process of interiorization of the stricto sensu postgraduate course of the State University of Bahia (UNEB), in the Territory of Sertão Productive Identity. For this, it was proposed the diagnosis of the institutional profile, the perception and the speeches of the teachers (as), regarding the academic, managerial and infrastructure conditions for the interiorization of the stricto sensu post-graduation in the region, through application of online form and individual and semi-structured interviews, using the Collective Subject Discourse (DSC) as the analysis technique. The results present synthesis discourses, extracted from the key expressions, central ideas and / or anchorages, based on indicators regarding the perception of how the University has been acting, the importance of the creation of the programs, institutional strategies, difficulties, potentialities , expectations and propositions that demonstrate the strategic potential, challenges and possibilities of the UNEB and its insertion in the territory to con- solidate an institutional policy of interiorization.","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48948573","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}

{"title":"Os espaços socioeducativos da escola e a reconfiguração da pedagogia (educação) social na intervenção escolar","authors":"Ernesto Candeias","doi":"10.24140/issn.1645-7250.rle49.03","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle49.03","url":null,"abstract":": We demand a new role to social pedagogy and social education in the socio-educational school space, due to the emergence of social problems within the school. This recovery of the schoolgirl in the process of reconfiguration of social pedagogy, accustomed to intervene in the context of non-formal education, converts it into a field of reflection of the intervention on the social and educational problems that occur in it. We intend with our purposes to contribute to the reconfiguration of social pedagogy and the action of social education at school, in conjunction with community inter- vention. Based on a hermeneutic methodology, we are based on the following objectives, which coincide with the two structural points of the text: to analyze in the current reality some evidence that requires socio-educational responses in the context of social pedagogy and social education; reconfigure social pedagogy as a social pedagogy of education, in order to understand school intervention, through social education; understand the (inter) relationship between social pedagogy (theoretical scope) and social education (practical scope), especially at the level of pedagogical-social practice at school; determine the role of social pedagogy in the school context, the challenges and socio-educational responses given by the school. We know that intervention programs in school socio-educational spaces require relatio-nal collaboration ‘school-family-community’ and the (re)construction of an inclusive, equitable social pedagogy for the formation of citizenship, conflict resolution and social and educational problems.","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69106479","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}

{"title":"Internacionalização da educação superior: tensões, cenários e estratégias nos casos Brasil e Espanha","authors":"Maria da Salete Barboza de Farias, J. F. Oliveira, Luis M. Lázaro Lorente","doi":"10.24140/issn.1645-7250.rle49.10","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle49.10","url":null,"abstract":": This article presents reflections derived from the post-doctoral internship that aimed to learn about the process of internationalization of higher education in Brazil and Spain, considering objectives, strategies and ten - sions. For this purpose, a literature review was conducted and relevant documents on the subject were analyzed, such as the proposal of the Coordination for the Improvement of Higher Education Personnel (Capes) through Public Notice No. 41/2017, available at WEB Capes (2017) and the document Strategy for the internationalization of Spa - nish universities 2015-2020. Bourdieu’s theory in the scientific field has allowed us to see that the strategies used for the internationalization of higher education, most outstanding modern times, are also part of the power struggle and the monopoly of scientific authority among national and international academic institutions.","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69107683","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}

{"title":"Efecto de la flipped classroom en las estrategias de aprendizaje de los estudiantes universitarios","authors":"María Espada, J. A. Navia, Maite Gómez-López, Patricia Rocu","doi":"10.24140/issn.1645-7250.rle49.14","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle49.14","url":null,"abstract":"","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47133196","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}

{"title":"Ensino técnico-profissional como alternativa para as limitações de acesso ao ensino superior Coimbra – Portugal (1948–1974)","authors":"José Jassuipe Morais, P. Albuquerque, A. Ferreira","doi":"10.24140/issn.1645-7250.rle49.09","DOIUrl":"https://doi.org/10.24140/issn.1645-7250.rle49.09","url":null,"abstract":": This article addresses the problem of Portuguese technical-vocational training in the 1940s and 1970s of the twentieth century as an alternative to the vocational training of individuals who had no access to higher education. The objective was to understand the technical-professional education from the educational experience of Avelar Brotero Secondary School (ESAB) regarding the fulfillment of the aspirations of employability, socioeconomic eman cipation in the movement school, work, city and difficulties of access to higher education. We opted for bibliographic and documentary research with qualitative analysis, using textbooks and school documents. The data were collected in the archives of the object of study. The results indicate that the vocational training promoted by ESAB of Coimbra brought employability to students who completed their studies. The conclusions indicate that in the decades studied here, this type of education provided social advancement for young people who sought a profession and wanted to insert themselves in the world of work. It was found that some students were already hired by large companies while still in the classroom. It can be seen, such was the prestige of Brotero graduates. Finally, it is noted in this study that vocational technical training directed young people from low income classes to the working world, while students from more privileged social classes had access to higher education. réalisation des aspirations à l’emploi, émancipation socio-économique dans le mouvement école, travail, ville et difficultés d’accès à l’enseignement supérieur. Nous avons opté pour une recherche bibliographique et documentaire avec analyse qualitative, à l’aide de manuels et de documents scolaires. Les données ont été collectées dans les fichiers d’objets de l’étude. Les résultats indiquent que la formation professionnelle promue par l’ESAB de Coimbra a permis d’améliorer l’employabilité des étudiants ayant terminé leurs études. Les conclusions indiquent que, dans les décennies étudiées ici, ce type d’éducation offrait un avancement social aux jeunes qui cherchaient un métier et voulaient s’inscrire dans le monde du travail. Il a été constaté que certains étudiants avaient déjà été embauchés par de grandes entreprises alors qu’ils étaient encore en classe. On peut voir que tel était le prestige des diplômés de Brotero. Enfin, il est noté dans cette étude que la formation technique professionnelle a orienté les jeunes des classes populaires vers le monde du travail, tandis que les étudiants des classes sociales plus privilégiées ont accès à l’enseignement supérieur. enseignement","PeriodicalId":39972,"journal":{"name":"Revista Lusofona de Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48655511","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}