scholarly journals A Relevância da Família no Processo Educacional: Perspectivas e Desafios Segundo o Projeto Político Pedagógico da Escola Cleuzemi Pereira do Nascimento Silva / The Relevance of the Family in the Educational Process: Perspectives and Challenges According to the Political Pedagogical Project of the Cleuzemi Pereira do Nascimento Silva School

2021 ◽  
Vol 15 (57) ◽  
pp. 729-739
Author(s):  
Yara Silva da Costa ◽  
Pedro Fernando Dos Santos
Keyword(s):  
Residency Program ◽  
School Environment ◽  
Educational Process ◽  
Participatory Management ◽  
The Political ◽  
School Life ◽  
National Education ◽  
The Family ◽  
Qualitative Nature ◽  
The Relationship

Resumo: Esse trabalho tem por finalidade demostrar e analisar a importância da família no processo de aprendizagem do aluno, sendo assim, um dos principais motivos a serem alcançados é trazer a instituição família para esse ambiente escolar. O objetivo deste trabalho é compreender a construção do Projeto Político Pedagógico (PPP) em uma Gestão Democrática e Participativa. Visando ainda, destacar as práticas, valores e rotinas enfatizados no cotidiano escolar visando a realidade local que repercutem no espaço familiar. O estudo tem como base refletir a participação coletiva na construção do Projeto Político Pedagógico, entendido como a própria organização do trabalho pedagógico da escola como um todo. O trabalho desenvolvido é de natureza qualitativa com adição do campo, que se deu dentro das atividades do Programa de Residência Pedagógica, Além de adotar para a sua realização, teorias como as de Veiga (1994), Garcêz (2012), Polonia e Dessen (2005), Garcia (2006), a Lei de Diretrizes e Bases da Educação Nacional (LDBEN 9394/96) e leitura de artigos. Diante disso, foi possível compreender a importâncias da relação entre Família e Escola não somente na construção do PPP, mas também com alicerce na formação de cidadãos como meio de transformação no meio educacional.Palavras-Chave: Família; Escola; Relação; Aprendizagem; PPP. Abstract: This work aims to demonstrate and analyze the importance of the family in the student's learning process, thus, one of the main reasons to be achieved is to bring the family institution to this school environment. The objective of this work is to understand the construction of the Pedagogical Political Project (PPP) in a Democratic and Participatory Management. Also aiming to highlight the practices, values and routines emphasized in the daily school life, aiming at the local reality that affect the family space. The study is based on reflecting the collective participation in the construction of the Political Pedagogical Project, understood as the organization of the school's pedagogical work as a whole. The work developed is of a qualitative nature with the addition of the field, which took place within the activities of the Pedagogical Residency Program, in addition to adopting theories such as those of Veiga (1994), Garcêz (2012), Polonia and Dessen (2005), Garcia (2006), the Law of Guidelines and Bases of National Education (LDBEN 9394/96) and reading of articles. Therefore, it was possible to understand the importance of the relationship between Family and School not only in the construction of the PPP, but also based on the formation of citizens as a means of transformation in the educational environment.Keywords: Family; School; Relationship; Learning; PPP. 

scholarly journals Gestão Democrática: A importância da Democracia na busca por uma Educação melhor na Escola Pública / Democratic Management: The importance of Democracy in the search for better Education in Public Schools

2021 ◽  
Vol 15 (57) ◽  
pp. 616-627
Author(s):  
Maria Natália Barboza Santos ◽  
Maria do Socorro Cordeiro de Sousa ◽  
Fernanda Jaylane Da Silva Viana
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Educational Process ◽  
Democratic Management ◽  
School Year ◽  
Theoretical Support ◽  
The Family ◽  
Political Project ◽  
The Relationship ◽  
General Community

Resumo: A presente pesquisa tem como objeto de análise a Gestão Democrática na escola pública, buscando assim compreender como se dá esse processo. Toda escola é regida por um gestor, que ocupa um papel primordial no que tange a sua organização, principalmente na questão pedagógica. Todavia, o conceito de Gestão Democrática implica exatamente na divisão dessa responsabilidade entre todos os componentes do recinto escolar. Desta forma, a escolha deste tema para escrita do trabalho parte de observações feitas durante a Residência Pedagógica na escola Dr Severino Alves de Sá, tendo por objetivo analisar como se dá o processo de Gestão Democrática nas escolas e como essa forma de gestão implica em melhorias no ensino público. Entende-se por Gestão Democrática o ato de gerenciar uma escola através da participação de todos, evitando atribuir somente ao gestor a responsabilidade de nortear a instituição escolar, embora ele seja a figura de maior atuação, pois a ele cabe o gerenciamento da parta administrativa, financeira e pedagógica, além de ser um mediador na relação entre todos os membros da escola, a família e a comunidade geral. Dentro do ambiente escolar surge a necessidade de um documento que contenha os direitos e deveres de todos aqueles que compõem aquele espaço, devendo ser desenvolvido em conjunto com todos os envolvidos, ficando exposto em um lugar onde todos possam ter acesso. Esse documento é o Plano Político Pedagógico (PPP), que visa estabelecer as diretrizes que irão permear o ano letivo, e no contexto educacional. Assim, o presente estudo partiu do princípio disposto na legislação vigente, fundamentando-se através de ideias de diferentes estudiosos acerca do assunto, que defendem dentre outras coisas, sua aplicação como essencial para a melhoria do ensino nas escolas públicas. Para tanto, o aporte teórico adveio de Lima (2018), Paro (2006), Luck (2005, 2009), Gadotti (2004) e Souza (2018), dentre outros. Metodologicamente, a pesquisa é qualitativa de cunho bibliográfico. Assim, foi possível constatar que uma gestão democrática se faz através de ações que torne possível a divisão da responsabilidade do processo educativo entre o gestor e todos que compõe a escola, buscando assim uma educação de qualidade para todos, tendo como base o Art:206 e a LDB (Lei n. 9.394/96), além do Projeto Político Pedagógico, documento norteador das ações e decisões referente as instituições escolares. Palavras-chave: Escola Pública, Gestão Escolar, Projeto Político Pedagógico. Abstract: This research has as its object of analysis the Democratic Management in public schools, seeking to understand how this process takes place. Every school is governed by a manager, who plays a key role in terms of its organization, especially in terms of teaching. However, the concept of Democratic Management implies exactly the division of this responsibility among all the components of the school premises. Thus, the choice of this theme for the writing of the work is based on observations made during the Pedagogical Residency at the Dr Severino Alves de Sá school, aiming to analyze how the process of Democratic Management in schools takes place and how this form of management implies improvements in public education. Democratic Management is understood as the act of managing a school through the participation of all, avoiding assigning only the manager the responsibility of guiding the school institution, although he is the most active figure, as he is responsible for managing the administrative part, financial and pedagogical, in addition to being a mediator in the relationship between all members of the school, the family and the general community. Within the school environment, there is a need for a document that contains the rights and duties of all those who make up that space, which should be developed together with everyone involved, being exposed in a place where everyone can have access. This document is the Pedagogical Political Plan (PPP), which aims to establish the guidelines that will permeate the school year, and in the educational context. Thus, the present study started from the principle established in the current legislation, based on ideas from different scholars on the subject, who defend, among other things, its application as essential for the improvement of teaching in public schools. Therefore, the theoretical support came from Lima (2018), Paro (2006), Luck (2005, 2009), Gadotti (2004) and Souza (2018), among others. Methodologically, the research is qualitative and bibliographical in nature. Thus, it was possible to see that democratic management is done through actions that make it possible to divide the responsibility of the educational process between the manager and everyone who makes up the school, thus seeking quality education for all, based on Art:206 and the LDB (Law No. 9,394/96), in addition to the Pedagogical Political Project, a document that guides actions and decisions regarding school institutions. Keywords: Public School, School Management, Pedagogical Political Project.

The ‘Lyric I’

2021 ◽  
pp. 52-80
Author(s):  
Carmen Bugan
Keyword(s):  
Personal Identity ◽  
The Political ◽  
Artistic Process ◽  
The Family ◽  
Private And Public ◽  
The Relationship ◽  
The Voice

There are two aspects of personal identity that often clash in the artistic process originating in oppression; they destabilize the voice of the ‘lyric I’. This chapter raises several questions about the relationship between personal biography and the construction of a lyric speaker, and explores the notion of a poetics that insists on healing the damage that politics does to the family; it discusses what happens when private and public identities become conflated because of politics, and how poetry ‘acts’ on the sense of family as a social microcosm where the conflict between the sense of the political self and the private self takes place.

scholarly journals СТВОРЕННЯ НЕДИСКРИМІНАЦІЙНОГО СЕРЕДОВИЩА У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ: ҐЕНДЕРНИЙ ПІДХІД

2021 ◽  
pp. 190-197
Author(s):  
IRYNA SHULHA ◽  
NATALIIA LEVCHYK ◽  
OKSANA KIKINEZHDI
Keyword(s):  
Secondary Education ◽  
School Environment ◽  
Educational Institution ◽  
Teaching Experience ◽  
Educational Process ◽  
Gender Perceptions ◽  
Assertive Behavior ◽  
And Gender ◽  
The Relationship

The article is dedicated to the actuality of the problem of implementing a gender approach as key in creating a non-discriminatory school environment in the conditions of reforming the educational system of Ukraine. The authors’ understanding of the essence of the non-discriminatory environment in an educational institution as safe, healthy, inclusive and gender-equitable is given; the role of a teacher in this process is indicated. The essence of the gender approach and the peculiarities of its implementation in the general secondary education institutions are revealed. The results of the study of the content and prevalence of gender views and stereotypes among teachers of both sexes are presented. It has been found that most educators are heavily influenced by traditional views on the relationship between the genders. The differences in the gender perceptions of female teachers and male teachers depending on age and teaching experience have been revealed. About 20% of teachers implement a gender approach in school practice. It is empirically proved, that pedagogical groups deepen differentiation of social and psychological requirements and expectations regarding pupils and students. Most teachers remain uncertain in their gender orientations, profess the ideology of complementarity of male and female roles. The educational process in secondary education establishments reinforces traditional views on the dichotomy of women and men social roles and to a lesser extent demonstrates the equality and equivalence of both sexes, capable of assertive behavior and the interchangeability of gender roles. Prospects for further research outline a further need to determine ways to develop the egalitarian culture of teachers of general secondary education.

scholarly journals Orbitofrontal cortex and aggressive behavior in children ages 11 to 13

2020 ◽  
Vol 2 (3) ◽  
pp. 7-12
Author(s):  
Andrómeda Ivette Valencia-Ortiz ◽  
Mauricio Consuelos-Barrios ◽  
Rubén García-Cruz ◽  
Eric García-López
Keyword(s):  
Aggressive Behavior ◽  
Orbitofrontal Cortex ◽  
School Environment ◽  
Violent Behavior ◽  
Emotional Disturbances ◽  
Neuropsychological Battery ◽  
The Family ◽  
Assertive Behavior ◽  
The Relationship ◽  
The City

One of the main points for successful child development is to achieve maturation of the Nervous System. However, growth can be affected by external factors linked to the family or school environment, which can cause behavioral, physical and socio-emotional disturbances to the development of the child, where social skills play a crucial role in preventing aggressive or violent behavior. The objective of this study was to determine the association between the orbitofrontal cortex and aggressive behavior in children from 11 to 13 years old, located in the city of Pachuca, Hidalgo. With a non-experimental design and a correlational scope, an intentional non-probability. A sample of 118 children participated. The participants were evaluated in two sessions, in the first with the Scale of Assertive Behavior for Children (CABS) and the second the Neuropsychological Battery of Executive Functions and Frontal Lobes (BANFE-2). A low and negative statistically significant correlation was found between aggressiveness and severe alteration in the orbitomedial cortex (r = -.273; p = <. 01). They were also highlighting the relationship between aggressiveness and severe alteration in the orbitomedial zone in males (r = -.302; p = <. 05).In conclusion, children who have a severe dysfunction in the orbitomedial cortex usually are more aggressive than those with an average or high score in this zone.

scholarly journals A IMPORTÂNCIA DA FAMÍLIA JUNTO À ESCOLA NO APRENDIZADO FORMAL DAS CRIANÇAS

2015 ◽  
Vol 12 (3) ◽  
pp. 123-133 ◽  
Author(s):  
Josiane Ap de Araújo Firman ◽  
Sylvia Caroline Russi Santana ◽  
Marcos Lupércio Ramos
Keyword(s):  
Social Development ◽  
School Performance ◽  
School Environment ◽  
Family Intervention ◽  
School Life ◽  
Good School ◽  
The Family ◽  
Teaching Learning

The present study aimed to analyze the role of the family in regard to the learning of children in the school environment to occur in their physical, cognitive and social development. It is also intended to analyze and point out the benefits of family intervention in the education of their children and the preposition of some actions to strengthen this relationship and after contribute to the integral formation of children. Through this research can be seen that the family-union school becomes essential for the proper development of the child in their school life and generates enrichment in the teaching learning since both have the same goal, for it is through good school performance of children that favors the acquisition of knowledge that provide skills and skills for citizenship

OTONOMI DAN REFORMASI PENDIDIKAN

Edupedia ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 23-32
Author(s):  
Abd Muis ◽  
Minhaji Minhaji
Keyword(s):  
Educational Reform ◽  
Family Environment ◽  
School Environment ◽  
Educational Institution ◽  
Educational Process ◽  
New Methods ◽  
The Family ◽  
New Ideas ◽  
Basic Characteristics ◽  
Improvement Effort

Autonomy and reformation in education is an improvement effort in the field of education. Educational reform has two basic characteristics: programmed and systemic. Programmed educational reform refers to the curriculum or program of an educational institution. Included in this programmed educational reform is innovation. Innovation is the introduction of new ideas, new methods or new tools to improve some aspects in the educational process. There are three education centers that are responsible for the implementation of education. They are family, school, and society. In the educational process, before getting to know the wider society environment and before getting guidance from the school environment, the student first gets guidance from the family environment.

Parents’ Attitude Towards the Conditions and the Organization of the Educational Process

2021 ◽  
Vol 9 (1) ◽  
pp. 18-27
Author(s):  
Olya Tyankovska
Keyword(s):  
Young People ◽  
Educational Process ◽  
Social Growth ◽  
Children's Education ◽  
The Family ◽  
Children’S Education ◽  
Main Factors ◽  
The Relationship

The article presents how parents evaluate the school, their views on the relationship between their children and the teachers. The family and the school are the two main factors for children's education and they influence learning, personal and social growth of young people. Conclusions are presented based on a survey conducted in early 2020 explaining the perceptions, views and attitudes of parents towards the educational process in a particular school.

Introduction

2021 ◽  
pp. 1-38
Author(s):  
Lyndsey Jenkins
Keyword(s):  
Cultural Context ◽  
Source Material ◽  
The Political ◽  
Family Needs ◽  
Feminist Politics ◽  
The Family ◽  
Biographical Approach ◽  
The Individual ◽  
Political Economic ◽  
The Relationship

This chapter explains who the Kenneys were, provides biographical detail about the family and the individual sisters, and sets out the political, economic, social, and cultural context in which they grew up. It shows that, despite the rhetoric of sisterhood which often characterizes feminist politics, friendship rather than family has been central to suffrage studies, and argues that the family needs to be given greater consideration. It also explains the place of class in suffrage historiography and the relationship between the women’s and labour movements as a way into understanding the relative lack of work on suffrage militants. The chapter sets out the source material which forms the basis for this study, explains the thematic biographical approach, and summarizes the chapters which follow.

Different Aspects of Involving Family in School Life

2016 ◽  
Vol 11 (4) ◽  
pp. 233-240
Author(s):  
Valentin-Cosmin Blândul
Keyword(s):  
Secondary Schools ◽  
Extracurricular Activities ◽  
Student Teacher ◽  
Formal Education ◽  
School Life ◽  
A Value ◽  
The Family ◽  
Educational Establishment ◽  
The Relationship ◽  
Actual Society

AbstractThe school has come to not have a huge credibility even, sometimes being abandoned, primarily because, nowadays, no matter hierarchy and is not perceived as a value. The actual society no longer has trust in the educational establishment, the values acquired and ranked by the amount of learning embedded in it. Such an attitude is reflected by the relationship between “parent - teacher” and “student - teacher”. Based on these findings, the present study aims to investigate the main features of the relationship that is established between school and family, concerned how parents can get involved in school life effectively. The lot of subjects was represented by 212 teachers from secondary schools in Bihor, Romania and the instrument used in the research was a questionnaire consisting of 46 objective and subjective items. The results are very interesting and shows that many respondents argue that parents show indifference to the formal education of their children, not involved in the didactic or extracurricular activities and in school life, not take part in parent meetings or when called for, is difficult to communicate with parents etc. There are some cases when, because of the family economic situation is poor, parents send their children to work, offering less time and interest in their education and instruction.

(Re)Placing the State: Family, Law and Oppression

1994 ◽  
Vol 9 (01) ◽  
pp. 39-73 ◽  
Author(s):  
Susan B. Boyd
Keyword(s):  
Social Relations ◽  
The State ◽  
The Political ◽  
Same Sex Couples ◽  
Heterosexual Women ◽  
The Social ◽  
The Family ◽  
Political Impact ◽  
Explicit Analysis ◽  
The Relationship

AbstractIn this article I argue that an analysis of “the State” is necessary in order to understand legal developments related to “family” that are relevant to efforts to combat the oppression of heterosexual women, as well as of lesbians and gay men. Drawing on recent debates concerning postmodernism and feminist theory, I review efforts to reconceptualize the nature of the state not as a monolithic institution, but rather as a set of arenas, or the site of various discursive formations. Because laws are generated from within, but are only part of, concentrated forms of state power, feminists and progressive groups that are engaging with law must retain an explicit analysis of the state. This analysis must be more nuanced and displaced than it has been in instrumentalist and structuralist accounts, in order to explore the ways in which feminists have influenced legal change and whether this influence is positive or negative for different groups. The limits on law's ability to fundamentally transform the social relations of oppression must however be recognized. In particular, the relationship between overall state trends—for example privatization—and trends specific to certain state arenas such as courts and legislatures—for example enhanced women's rights to men's property and increased legal recognition of same sex couples—must be traced in order to determine the political impact of seemingly progressive movements in areas related to “the family”.

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