Educational Anthropology, Tribal Education and Responsible Citizenship in India

2018 ◽  
Vol 38 (3) ◽  
pp. 327-346 ◽  
Author(s):  
Wahid Ahmad Dar ◽  
Irshad Ahmad Najar
Keyword(s):  
Teacher Training ◽  
Educational Policies ◽  
Helpful Tool ◽  
Tribal Communities ◽  
Educational Anthropology ◽  
Anthropological Research ◽  
Education In India ◽  
Unity In Diversity ◽  
Curriculum Construction ◽  
Tribal Education

Despite much anthropological research on education in India, the importance of educational anthropology is not properly acknowledged. This article argues for fuller recognition of educational anthropology as a helpful tool to generate well-informed grassroots research throughout India. It connects this argument to concerns that education among tribal and other marginal communities reflects problems over acceptance of diversity. Educational anthropology could help to support sustainable, people-centric educational policies, curriculum construction, and above all better-focused teacher training. Its interventions can provide cohesive glue for nurturing responsible citizenship for all Indians and would facilitate better integration of peripheral tribal communities and other minorities as responsible citizens of a huge nation that claims to be based on respect for composite culture and unity in diversity.

scholarly journals ANALISANDO AS CONCEPÇÕES TRABALHO E FORMAÇÃO DOCENTE NOS GOVERNOS LULA E DILMA ATRAVÉS DO PIBID

2019 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Everaldo José da Silva Lima ◽  
Jamerson Antônio de Almeida da Silva
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Training Evaluation ◽  
Educational Policies ◽  
Learning To Learn ◽  
Conceptions Of Teaching ◽  
Historical Materialist ◽  
Teacher Work ◽  
Methodological Strategy

O presente artigo tem por objetivo analisar as concepções de trabalho docente e formação de professores nos documentos oficiais do Programa Institucional de Bolsas de Iniciação à Docência – PIBID, entre o segundo governo Lula (2007-2010) e os governos Dilma (2011-2016). Utilizamos como estratégia teórico-metodológica o enfoque da dialética materialista histórica e a abordagem qualitativa hermenêutica-dialética. Através da análise de conteúdo concluímos que as concepções de trabalho docente e formação de professores expressas nos relatórios do PIBID são orientadas pelas teorias “do profissionalismo”, “produtivista” e “da responsabilização” e pelas pedagogias “do professor reflexivo”, “das competências” e “do aprender a aprender”. AbstractThe objective of this article is to analyze the conceptions of teacher work and teacher training in the official documents of the Institutional Program of Initiatives for Teaching - PIBID, between the second Lula government (2007-2010) and the Dilma governments (2011-2016) . We use as theoretical methodological strategy the approach of the historical materialist dialectic and the qualitative hermeneutic-dialectic approach. Through content analysis, we conclude that the conceptions of teacher work and teacher education expressed in the PIBID reports are guided by the theories of “professionalism”, “productivist”, “accountability” and pedagogies “reflective teacher” and “learning to learn”. KeywordsIntroduction to Teaching - PIBID; Conceptions of Teaching Work and Teacher Training; Evaluation of Educational Policies.

scholarly journals The rise of lifelong learning and fall of adult education in India

2019 ◽  
Author(s):  
Sayantan Mandal
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
National Level ◽  
Educational Policies ◽  
Traditional Learning ◽  
New Paradigm ◽  
Economic Competitiveness ◽  
Education In India ◽  
Dynamic Relationships ◽  
Learning Ecology

This article focuses on the dynamic relationships between the growing importance of lifelong learning (LLL) and consequent devaluation of adult education in national level educational policies, plans and programmes in India. It argues that by adapting the new paradigm of LLL, which is largely driven by marketcentric neoliberal principles, Indian adult education has lost its core and traditional learning ecology as there is a gradual submission to the pursuit of global economic competitiveness. It identifies three main reasons for the submission: (1) the metamorphosis from welfare to market principles in reforming education; (2) blind acceptance and misunderstanding of LLL as an educational and not a political discourse; (3) fragmented reforms in revamping adult education in India in the last decades.

scholarly journals A Contemporary Overview about Status and Challenging Issues of Tribal Education in India

2021 ◽  
Vol 2 (2) ◽  
pp. 277-284
Author(s):  
V. Rajkumar Velusamy
Keyword(s):  
Literature Review ◽  
Current Status ◽  
Inclusive Growth ◽  
Tribal Population ◽  
Essential Requirement ◽  
Comprehensive Literature Review ◽  
The World ◽  
Education In India ◽  
Scheduled Castes ◽  
Tribal Education

India is the second-largest tribal population in the world. However, after the seven decades of independence, the tribal groups are disadvantaged and socially backward from the cycle of growth in many areas such as health, education, employment, and empowerment, and more. Among these, for tribal society, education is an essential requirement. The state and central governments have initiated several programs to educate tribal groups. Many of these programs have achieved only 10 percent of the targets. The vast numbers of tribal peoples are missing their education at various levels. They lag in education due to the high illiteracy rates among the tribal population relative to Scheduled Castes (S.C.s). Hence, the time has come to consider tribal education and inclusive growth seriously. In this context, the comprehensive literature review seeks to provide a contemporary overview of India's current status and challenging issues of tribal education. The paper is purely based on second-hand information from various research studies conducted in India and collected from different government sources. The outcomes are more helpful in implementing schemes that can improve tribal literacy and inclusive growth perspectives.

scholarly journals As contribuições do Programa Institucional de Bolsa de Iniciação à Docência para a formação de professores de Geografia

2017 ◽  
Vol 11 (1) ◽  
pp. 71
Author(s):  
Míriam Aparecida Bueno ◽  
Eliana Marta Barbosa de Morais
Keyword(s):  
Teacher Training ◽  
Federal Government ◽  
Educational Policies ◽  
Teaching Performance ◽  
Educación Superior ◽  
Educacion Superior ◽  
High Level ◽  
Teachers Training

ResumoObjetiva-se neste artigo analisar as contribuições do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) para a formação de professores de Geografia do Instituto de Estudos Socioambientais (IESA) da Universidade Federal de Goiás (UFG). Ressaltam-se, a partir dos documentos elaborados pelo governo federal, os objetivos do PIBID, ao mesmo tempo em que se questiona a relevância desse programa para responder às demandas da sociedade atual. Soma-se a esse debate o diálogo realizado em torno do trabalho desenvolvido pelo PIBID de Geografia IESA/UFG, mediante a análise de suas atividades. Considerando o cenário brasileiro, avalia-se esse programa destacando suas possibilidades, no que se circunscreve à sua continuidade ou ruptura, por meio do debate travado com a promulgação/revogação da Portaria nº 46/2016, que versava sobre a reorganização do PIBID. O debate sobre as instabilidades que cercam esse programa insere-se em um contexto de vulnerabilidades políticas no Brasil, atingindo diretamente a educação, que por sua vez envolve, dentre outros, a formação docente, em nível superior, e a atuação docente, na Educação Básica.Palavras-chave: Políticas Educacionais. PIBID. Formação de professores. Geografia. ResumenEste artículo tiene como objetivo analizar las contribuciones del Programa Institucional de Subvención de Iniciación a la Enseñanza (PIBID)  para la formación de profesores de Geografía del Instituto de Estudios Socio-Ambientales (IESA), de la Universidad Federal de Goiás (UFG). Destacan, de los documentos aportados por el gobierno federal, los objetivos del PIBID, mientras se cuestiona la relevancia de este programa para satisfacer las demandas de la sociedad actual. Por ello, llevó a cabo el diálogo sobre el trabajo del PIBID de Geografía del IESA /UFG, a través del análisis de sus actividades. Teniendo en cuenta el escenario brasileño, evaluamos este programa destacando sus posibilidades, en el que se limita a su continuidad o ruptura, a través del debate promovido con la promulgación/anulación del Decreto 46/2016, alrededor de la reorganización del PIBID. El debate sobre las inestabilidades que rodean este programa se presenta en un contexto de vulnerabilidades políticas en Brasil, llegando directamente a la educación, que a su vez implica, entre otros, la formación del profesorado en la Educación Superior, y la práctica de la enseñanza en la Educación Básica.Palabras-clave: Política Educativas. PIBID. Formación de profesores. Geografía.  AbstractThis article aims to analyze the contributions of the Institutional Program of Teaching Initiation Scholarship (PIBID) for Geography teachers’ training at the Institute of Socioenvironmental Studies (IESA) at the Federal University of Goiás (UFG). From documents elaborated by the federal government, we highlight the objects of PIBID at the same time that we question the relevance of this program as an answer to the demands of our current society. We add to this discussion the dialogue about the work developed by PIBID in Geography (IESA/UFG) through an analysis of its acitivities. Considering the Brazilian scenario, we evaluate this program, highlighting its possibilities about its continuity or rupture trhough a debate started with the promulgation/revocation of the Ordinance nº46/2016, which ruled the reorganization of PIBID. The debate about the instabilities around this program is inserted in a context of political vulnerability in Brazil, which directly affects the education which, in turn envolves, amongst others, teacher training in high level, and teaching performance, in basic education.Keywords: Educational Policies. PIBID. Teacher Training. Geography. 

scholarly journals O PIBID NO BOJO DAS POLÍTICAS EDUCACIONAIS DE FORMAÇÃO DE PROFESSORES

2014 ◽  
Vol 21 (2) ◽  
pp. 37
Author(s):  
Josiane Lopes Medeiros ◽  
Luciene Lima de Assis Pires
Keyword(s):  
Teacher Training ◽  
Critical Analysis ◽  
Educational Policies ◽  
Processes Of Change ◽  
Education Development ◽  
Palabras Clave ◽  
Educational Professionals ◽  
New Directions ◽  
Siglo Xx ◽  
Formación Docente

Este trabalho aborda as políticas educacionais para a formação de professores no Brasil desde o finaldo século XX, mais precisamente na década de 1990, verificando a propositura para a formação de professores.Em especial, analisam-se as implicações do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) paraa formação docente. Para tanto, realizou-se revisão bibliográfica e análise de legislações como a Constituição daRepública Federativa do Brasil; LDB nº 9.394/1996; Lei nº 10.172/2001; Plano de Desenvolvimento da Educação(PDE)/2007; Decreto nº Lei 6.094/2007; Plano de Ações Articuladas/2007 e o PIBID bem como o aporte teóricode Freitas (2002); Imbernón (2004); Saviani (2008, 2009, 2010) e Sheibe (2002). Verificou-se que as leis que regulamentama formação de professores no Brasil constituem processos de mudanças e descontinuidade, o PIBIDé compreendido pelas políticas públicas como forma de valorização docente e iniciativa para a formação inicial econtinuada, porém, a análise crítica é imprescindível à qualidade das ações, principalmente das ações educativas.Sendo assim, é importante uma avaliação atenta do PIBID e sua articulação com a valorização dos profissionais daeducação e proposição de novos rumos para a Educação Básica.Palavras-chave: PIBID. Políticas Educacionais. Formação de Professores. PNE. THE PIBID WITHIN THE SCOPE OF EDUCATIONAL POLICIES ON TEACHERTRAININGAbstract: This paper discusses the educational policies for teacher training in Brazil since the late twentiethcentury, more precisely in the 1990s,analysing for the training of teachers. We analyze, in particular, the implicationsof the Institutional Program of Teaching Initiation Scholarship (Pibid) for teacher training. To do this, we performeda literature review and analysis of laws such as the Constitution of the Federative Republic of Brazil; LDB (BrazilianEducation Basic Tenets Law) 9.394/1996; Law 10.172/2001; Education Development Plan (PDE)/2007; Decree-law6.094/2007; Articulated Actions Plan/2007 and Pibid, as well as the theoretical bases of Freitas (2002); Imbernón(2004); Saviani (2008, 2009, 2010) e Sheibe (2002). It was found that the laws regulating the training of teachers inBrazil express processes of change and discontinuity, the Pibid is an public policy understood as a way of teacherappreciation and initiative for an education inicial and continuing; however, critical analysis is essential to the qualityof actions, mainly the educational actions. Therefore, it is important to assess carefully the Pibid as a whole and itsarticulation with the enhancement of the educational professionals, and propose new directions for basic education.Keywords: Pibid. Educational policies. Teacher training. PNE. EL PIBID EN EL CENTRO DE LAS POLÍTICAS EDUCACIONALES DE LA FORMACIÓNDE LOS PROFESORESResumen: Este trabajo aborda las políticas educacionales que contribuyen a la formación de los profesores enBrasil desde el final del siglo XX, más precisamente en la década de 1990, investigando la proposición en relación ala formación de profesores. En particular, se analiza las implicaciones del Programa Institucional de Beca a la Iniciaciónde la Docencia (PIBID) en la formación docente. Para tanto, se realizó una revisión bibliográfica y se ha hechoun análisis de leyes como: la Constitución de la República Federativa de Brasil; LDB 9.394/1996; Ley 10.172/2001;Plan de Desarrollo de la Educación (PDE)/2007; Decreto Ley 6.094/2007; Plan de Acciones Articuladas/2007 y elPIBID, habiendo tenido como contribución teórica: Freitas (2002); Imbernón (2004); Saviani (2008, 2009, 2010) ySheibe (2002). Se ha comprobado que las leyes que regulan la formación de los profesores en Brasil constituyenprocesos de cambios sin continuidad, el PIBID es comprendido por las políticas públicas como una manera devalorización docente y también una iniciativa para la formación inicial y continúa, sin embargo, un análisis críticoes imprescindible a la cualidad de las acciones, principalmente las acciones educativas. Así siendo, es importanteuna evaluación muy atenta del PIBID en su totalidad, especialmente su articulación respecto a la valorización delos profesionales de la educación así como su proposición en la dirección de los nuevos rumbos a la EducaciónBásica (en Brasil).Palabras clave: PIBID. Políticas Educacionales. Formación de los Profesores. PNE

Professors of Education and Their Academic Colleagues

1930 ◽  
Vol 23 (5) ◽  
pp. 277-288
Author(s):  
William C. Bagley
Keyword(s):  
United States ◽  
Teacher Training ◽  
Educational System ◽  
Subject Matter ◽  
The United States ◽  
Educational Policies ◽  
Educational Situation ◽  
The Subject ◽  
Training Institutions ◽  
Policies And Programs

An Outstanding feature of the present educational situation in the United States is the almost exclusive control of educational policies and programs in the lower schools by what I may call the "educational generalists." These comprise the professors of education in our universities, colleges, and teacher-training institutions, together with administrators, supervisors, and research-workers in the publicschool service. The latter groups, in ever increasing numbers, represen in their attitude toward educational problems the traditions and ideals of the professors of education who are increasingly responsible for their training; hence the professor of education, in the last analysis, is the controlling agent. With the growth of his influence, the subject- matter specialists - the scholars in the differentiated fields of knowledge-have a constantly diminishing influence in determining where our educational system will go and how it will get there.

scholarly journals Graduation Profiles of Pedagogy Programmes According to the Current Educational Policies

2019 ◽  
Vol 12 (6) ◽  
pp. 83
Author(s):  
Jessica C. Medina ◽  
José A. González
Keyword(s):  
Latin America ◽  
Teacher Training ◽  
Emerging Economies ◽  
Educational Policies ◽  
Education Policies ◽  
Citizen Education

The research analyzes the graduate profiles of pedagogical careers belonging to the universities of the Valparaíso region, Chile. For this purpose, a metrically consistent instrument has been proposed and created, according to the main Education Policies of the country that is called as an integral profile, which includes aspects with which Chilean teachers are evaluated, plus indicators of inclusion and citizen education. These Policies are not always measured, that’s why universities give such importance to these three educational policies. For these reasons, the objective of this article is to analyze, based on quantitative techniques, the relation of similarity between graduation profiles and educational policies, contributing to empower the descended aspects and to visualize the importance that the universities grant to train students with an integral profile. The results of this research invite to promote the Educational Policies related to the exit profiles of the pedagogical careers, since having integral profiles contributes to form a model of teacher training for the country, especially in those with emerging economies, such as those of Latin America.

scholarly journals Challenging Issues of Tribal Education in India

2014 ◽  
Vol 3 (2) ◽  
pp. 48-52 ◽  
Author(s):  
Dr. Kabita KumariSahu ◽  
Keyword(s):  
Education In India ◽  
Tribal Education

scholarly journals Estudos sobre formação inicial de professores em Moçambique e sua relação com as políticas de formação de professores (2012-2017)

2019 ◽  
Vol 27 ◽  
pp. 149
Author(s):  
Santa Mónica Julião Mugime ◽  
Feliciano Mapezuane Mahalambe ◽  
José Cossa ◽  
Carlinda Leite
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Inclusive Education ◽  
State Of The Art ◽  
The State ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Initial Training ◽  
Education Policies ◽  
Training Models

The article reports a study that aimed to analyze the state of the art of the research produced in Mozambique on initial teacher education (ITE) in its relationship with education policies. A mapping of studies on “initial teacher education in Mozambique” was carried out, through scientific articles and doctoral theses written by Mozambicans in the period between 2012 and 2017, and 20 articles were identified. However, seven articles were excluded because they had not been published in journals or periodicals. Regarding the theses, four were identified. For the identification of articles and theses, the keywords initial training/education, teachers, and Mozambiquewere used. The findings suggest diverse approaches to ITE, with an emphasis on criticizing the diversity of teacher training models, issues of school inclusion and inclusive education. In particular, the intentions of the discourses conveyed in educational policies were not reciprocated in Initial Training Education curricula and in the professionalization of teacher training. 

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