scholarly journals Recepción y puesta en acto de la reforma de la escuela secundaria obligatoria. Aportes de Stephen Ball para estudiar las políticas educativas en escuelas de la provincia de Santa Cruz, Argentina

2016 ◽  
Vol 24 ◽  
pp. 29 ◽  
Author(s):  
María Cecilia Bocchio ◽  
Silvia Mariela Grinberg ◽  
Carla Andrea Villagran
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Educational Policy ◽  
Educational Reform ◽  
Policy Cycle ◽  
Santa Cruz ◽  
Policy Enactment ◽  
Institutional Communication ◽  
The City

This paper presents key progress in a research based in Stephen Ball’s work, specifically the contributions that relate to policy trajectories analysis or the Policy Cycle approach. Specifically, we focus in the enactment context, in which the reform policies of compulsory secondary education are received and enacted in two public secondary schools, located in the city of Caleta Olivia, Santa Cruz. We develop three analytical dimensions, seeking to understand how subjects experience educational reform policies in secondary education. These dimensions are: 1. The abrupt character of the reform; 2. Reform’s institutional communication 3. Rhetoric of participation and commitment in times of hyper bureaucracy and management. This paper highlights some of Ball’s major contributions to research the educational policy enactment process in "real schools" of Argentina.

scholarly journals A conquista da aprendizagem em matemática: matéria pendente na agenda de políticas educacionais do México, para o ensino secundário superior

2020 ◽  
Vol 24 (esp. 2) ◽  
pp. 995-1014
Author(s):  
Cecilia Osuna Lever
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Educational Policy ◽  
Educational Reform ◽  
Educational Level ◽  
Educational Policies ◽  
Official Document ◽  
The Moment ◽  
Higher Secondary Education ◽  
The Impact

A reflection on the main educational reforms of recent years in Mexico is addressed, briefly describing which and how many have been, culminating with the recent 2019 Educational Reform. We point out, the fact that little information exists on the impact that the implementation of the reforms in the country has had, commenting on some of the published reports that analyze the previous 2013 Educational Reform. Derived from this, it is explained what an educational policy is and how in Mexico at the moment, there is no official document about the educational policy for the current six-year term and based on the new reform, and a brief analysis is presented on non-achievement in mathematics in higher secondary education. Consigning the urgency of designing educational policies that address, among others, the problem of low academic performance at this educational level.

scholarly journals Ensino médio politécnico no Rio Grande do Sul (2011-2014): fatores que interferem na ressignificação da política, no contexto da prática, em escolas de Farroupilha/RS - Polytechnic high school in Rio Grande do Sul (2011-2014): factors interfering in

2015 ◽  
Vol 5 (9) ◽  
pp. 41
Author(s):  
Suelen Marchetto ◽  
Berenice Corsetti
Keyword(s):  
High School ◽  
High Schools ◽  
Educational Policy ◽  
Rio Grande ◽  
Dialectical Materialism ◽  
Policy Cycle ◽  
Rio Grande Do Sul ◽  
The City ◽  
Master Of Education ◽  
Empirical Field

Este texto se vincula com pesquisa que está em desenvolvimento no curso de Mestrado em Educação da Universidade do Vale do Rio dos Sinos. O tema da investigação é a implementação do ensino médio politécnico no Rio Grande do Sul entre os anos 2011 e 2014. A partir da pesquisa pretende-se identificar os fatores que conduzem, no contexto da prática, as resistências e ressignificações dadas à política educacional do ensino médio politécnico. O campo empírico escolhido para a realização da investigação são duas escolas de ensino médio da cidade de Farroupilha/RS, que apresentam realidades sociais e econômicas diferentes. O projeto de investigação está em andamento, na fase de análise do material coletado no campo empírico.Palavras-chave: política educacional, materialismo histórico-dialético, ciclo de políticas, ensino médio politécnico. POLYTECHNIC HIGH SCHOOL IN RIO GRANDE DO SUL (2011-2014): FACTORS INTERFERING IN REFRAMING THE POLICY, IN PRACTICAL CONTEXT OS PRACTICE, IN SCHOOLS IN FARROUPILHA/RSAbstractThis text is linked to a research that is being developed in the course of Master of Education from Universidade do Vale do Rio dos Sinos. The theme of this research is the implementation of polytechnic high school in the state of Rio Grande do Sul between the years of 2011 and 2014. From this research it is intended to identify the conducting factors, in practical context, for the resistance and ressignfications given to the educational policy in the polytechnic high school. The empirical field chosen to the development of the investigation are two High Schools in the city of Farroupilha/RS, which present different social and economical realities. The investigation project is being held, the data collected from the empirical Field is being analyzed.Key-words: educacional policy, historical and dialectical materialism, policy cycle, polytechnic high school.

Categorias analíticas do espaço e Turismo: o exemplo da Fortaleza de Santa Cruz, Niterói/RJ

GEOgraphia ◽  
2010 ◽  
Vol 8 (16) ◽  
Author(s):  
Miguel Ângelo Ribeiro
Keyword(s):  
Social Sciences ◽  
Urban Space ◽  
Rio De Janeiro ◽  
Future Generations ◽  
Guanabara Bay ◽  
Single Family ◽  
Spatial Dynamic ◽  
Santa Cruz ◽  
Military Installations ◽  
The City

O objetivo que permeia a presente pesquisa é utilizar a Fortaleza de Santa Cruz, localizada no bairro de Jurujuba, em Niterói, construída em 1555, na entrada da barra da Baía de Guanabara, como foco de antílise, ressaltando a importância deste fixo social enquanto atração turística e de lazer, incluindo a cidade de Niterói no circuito destas atividades, complementares à cidade do Rio de Janeiro; além de abordar conceitos e categorias analíticas, oriundos das ciências sociais, principalmente provenientes da Geografia, pertinentes ao estudo das atividades em tela. Neste contexto, na dinâmica espacial da cidade de Niterói, o processo de mudança de função dos fixos sociais têm sido extraordinário. Residencias unifamiliares, prédios e até mesmo fortificações militares, verdadeiras monumentalidades, foram refuncionalizadas, passando por um processo de turistificação. Assim, a refuncionalização da respectiva Fortaleza em espaço cultural toma-se um importante atrativo da história, do patrimônio, da cultura, marcando no espaço urbano sua expressões e monumentalidade, criada pelo homem como símbolo de seus ideais, objetivos e atos, constituindo-se em um legado as gerações futuras, formando um elo entre passado, presente e futuro. Abstract This paper focuses on Santa Cruz Fortress, built in 1555 in Jurujuba (Niterói), to guard the entrance of Guanabara bay, and stresses its role as a towist attraction and leisure' area, as a social fix which links the city of Niterói to the complementary circuit of these activities in the city of Rio de Janeiro. The study uses important concepts and analytic categories fiom social sciences, particularly fiom Geography.In the spatial dynamic of the city of Niterói, change in functions of social fuces has been extraordinary. Single-family dwellings, buildings and even military installations have been re-functionalized, undergoing a process of touristification. In that way, the refunctionalization of the Fortress as a cultural space provides an important attraction in the domains of history, patrimony, and culture, providing the urban space with an expression of monumentality, created by man as a symbol of his ideals, aims and actions, a legacy to future generations forming a link between past, present and future.

scholarly journals The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

2019 ◽  
Vol 22 (9-10) ◽  
pp. 52-63
Author(s):  
В. А. Добровольська
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Institutions ◽  
Educational Backgrounds ◽  
Skilled Personnel ◽  
History Of ◽  
The Russian Empire

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

Attitudes towards information technology in music learning among Hong Kong Chinese boys and girls

2004 ◽  
Vol 21 (2) ◽  
pp. 143-161 ◽  
Author(s):  
Wai-Chung Ho
Keyword(s):  
Information Technology ◽  
Hong Kong ◽  
Secondary Schools ◽  
Educational Policy ◽  
Secondary Students ◽  
Hong Kong Chinese ◽  
Educational Reforms ◽  
Music Learning ◽  
Motivation For Learning ◽  
Interview Survey

This article argues that changes of gendered attitudes towards IT among students may be related to recent educational reforms focusing on incorporating computers into the classroom. Data are drawn from an interview survey with 430 students attending 26 primary and secondary schools in Hong Kong. The results reveal no significant differences between females and males in three aspects: (1) their belief in the effectiveness of using technological facilities; (2) their confidence in handling technology when learning about music; and (3) their motivation towards learning about music with the help of information technology (IT). Primary boys and girls in this study reported obtaining a higher degree of motivation for learning about music with the help of IT than secondary students of both sexes. The potential implications of these findings for educational policy in Hong Kong are to find out how to motivate students' musical learning with the help of IT, and to make technology relevant to the content of the music programmes of primary and secondary schools.

E-Branding and Institutional Web Sites

2012 ◽  
pp. 207-247 ◽  
Author(s):  
Annamaria Silvana de Rosa ◽  
Elena Bocci ◽  
Massimiliano Picone
Keyword(s):  
Comparative Analysis ◽  
Web 2.0 ◽  
Web Sites ◽  
Institutional Communication ◽  
The City

Other than the descriptive value and the possible function of guiding web professionals and institutional communication managers of the city, the results presented in this chapter have a historical value (given the volatility and dynamicity of web sites, like many other Internet environments) with respect to the evolution towards web 2.0 scenarios, assuming a particular interest for further comparative analysis with 2010 web sites, currently under investigation.

Education for Peace and School Coexistence

2016 ◽  
pp. 106-129 ◽  
Author(s):  
José A. Pineda-Alfonso ◽  
Francisco F. García-Pérez
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Primary And Secondary Education ◽  
Wide Range ◽  
Culture Of Peace ◽  
Education For Peace

There has been an influx of international currents in favour of a Culture of Peace and Non-Violence since the 1990s. This has allowed the curriculum in Primary and Secondary Education to generate a wide range of differently focused plans and projects. One of the peculiarities of this phenomenon in Spain is its links with the deterioration in classroom coexistence, and, as a consequence, a number of different initiatives have been put in place to promote a Culture of Peace and Coexistence. In spite of the deployment of means and staff, it is clear from the analysis of two cases in Secondary Schools in Andalusia (Spain) that there have been scant results, as the influence of all these initiatives has only been superficial in schools. Given the failure of these initiatives, a drift towards authoritarianism in school coexistence discourses and practices is observed.

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