scholarly journals Preferências de aquisição de livros pelos professores da rede municipal do Rio de Janeiro

2017 ◽  
Vol 25 ◽  
pp. 43
Author(s):  
Kaizo Iwakami Beltrao ◽  
Milena Piraccini Duchiade
Keyword(s):  
Rio De Janeiro ◽  
Role Model ◽  
Adolescent Literature ◽  
Department Of Education ◽  
International Studies ◽  
Reading Habits ◽  
Scientific Technical ◽  
Professional Self ◽  
Cultural Indicator ◽  
State Programs

Teacher quality is an important factor in education enhancement, and it is strongly related to student achievement. Reading is a good cultural indicator of a population and a tool for one´s self-improvement. International studies concluded that teachers, the would-be role model for students, are seldom avid readers. Recently, many Brazilian state programs have been implemented aiming at encouraging reading habits, but they are seldom evaluated. Since 2001, Rio de Janeiro City Department of Education (RJCDE) distributes annually to elementary and secondary teachers a voucher exchangeable for any book of their choice. We analyzed books chosen by almost 26,000 teachers in 2012. The tally of the books showed a large variety of titles. Literature was the most prominent group, followed by Children’s and Adolescent Literature, which indicates a possible acquisition for family members. Almost one-fifth of the titles were scientific, technical or professional books, which shows a desire for personal and/or professional self-improvement. Teachers from the primary grades presented a distinct set of preferences from secondary grade teachers. The reading habit, as aesthetic pleasure, entertainment, self-improvement, or family reading, requires freedom of choice. The RJCDE program treats teachers as independent adults, responsible for their own choices.  

scholarly journals PROFESSIONAL SELF-REALIZATION OF PERSONALITY AS A DETERMINANT OF SCIENTIFIC AND TECHNICAL AND SOCIO-ECONOMIC DEVELOPMENT OF SOCIETY

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.Y DVOEGLAZOVA ◽  
Keyword(s):  
Economic Development ◽  
Dialectical Materialism ◽  
Professional Activity ◽  
Psychological Science ◽  
Socio Economic Development ◽  
Leading Position ◽  
Scientific Technical ◽  
Professional Self ◽  
Public Meanings ◽  
The Individual

In the article, the process of professional self-realization of the individual is interpreted as determinants of the scientific, technical andsocio-economic development of society from the standpoint of dialectical materialism as a theoretical and methodological basis of domestic psychological science. Self-realization is considered as a process of subjects` realization in a professional activity of universally-active abilities, that ensuring the creation of social values which determine the progressive cultural-historical and socio-economic development of society. The basics of the study of the problem of self-realization which began intensively developed in the domestic psychological science since the 1970`s were laid in the works of S.L. Rubinstein, formulated in the 1920`s principle of creative independent activity, in which person creating socially valuable products purposefully manifests and develops his own essential forces, enriches society with cultural results of life activity, contributing to its development. A self-fulfilling person is characterized by an active civic position, manifested in self-determination, initiative, self-discipline, responsibility, independence in activities aimed at creating of public goods, a reflective type of construction of one’s being, different from a reactive type of existence, the main purpose of which is only adaptation to living conditions for implementation own needs without taking into account the needs of society. The scientific, technical and socio-economic development of the country as a priority objective of domestic state policy, the implementation of which will ensure the leading position of the Russian Federation among the scientific, technical and socio-economically highly developed powers of the world, is possible only if the subject of being realized his essential forces as universal activity abilities in labor determined by public meanings. The alienation of person from work determines the alienation of an individual from its essential uniqueness, which in turn causes a violation of the course of human phylogenetic development and the cultural and historical development of civilization.

scholarly journals System modernization of general secondary education in the Republic of Kazakhstan

2020 ◽  
Vol 13 (32) ◽  
pp. 1-17
Author(s):  
Alma E. Abylkassymova
Keyword(s):  
Secondary Education ◽  
Education System ◽  
System Development ◽  
International Studies ◽  
Ministry Of Education ◽  
Educational Organizations ◽  
Systematic Revision ◽  
Educational Standard ◽  
The Republic ◽  
State Programs

The article is devoted to the problem of modernization of the school education system in Kazakhstan, in which one of the main sections is the development and implementation of state compulsory standards of general secondary education in all educational organizations, taking into account the various types of educational organizations, and the systematic revision of the education content. All transformations in the country were carried out through the adoption of the Law of the Republic of Kazakhstan “On Education” and state programs of the education system development. At present, State Compulsory Educational Standard -2012 is in effect in the republic, the essence of which is creation of the basis for updating the education content, transition to the 12-year education and the education digitalization. At the same time, the Ministry of Education and Science of Kazakhstan takes part in international studies jointly with the Organization for Economic Co-operation and Development (OECD), as well as TIMSS, PISA, PIAAC, TALIS.

scholarly journals Quilombo Campinho da Independência, Paraty (RJ): território étnico e a luta por uma educação diferenciada

2019 ◽  
Vol 5 (8) ◽  
pp. 85
Author(s):  
Ediléia CARVALHO ◽  
Diogo Marçal CIRQUEIRA
Keyword(s):  
Data Collection ◽  
Educational Policy ◽  
Rio De Janeiro ◽  
School Education ◽  
Department Of Education ◽  
Political Leaders ◽  
Education Experience ◽  
The Face ◽  
History Of ◽  
Do So

Este artigo objetiva contribuir para o tema da educação escolar quilombola. Para tanto se debruça sobre a história da comunidade Campinho da Independência, Paraty, RJ ao protagonizar uma experiência de educação diferenciada calcada na pedagogia do seu território. A coleta de dados ocorreu entre os anos de 2012 e 2019 e contou com: etnografia; entrevistas com as principais lideranças políticas das comunidades pesquisadas; análise de documentos oficiais disponíveis na escola e Secretaria Municipal de Educação. A experiência aqui investigada deriva de uma demanda comunitária acionada por uma política educacional específica, diferenciada e fragilizada em tempo tão algozes. Dessa forma, diante de um cenário político marcado pelo retrocesso de algumas dessas políticas, que vinham consolidando-se em governos anteriores, compreendemos que a experiência aqui trazida reflete processos de luta contra-hegemônica e decoloniais à medida que são protagonizadas de e a partir de sujeitos “Outros”, que sofreram uma história de submissão e subalternização. Educação escolar quilombola. Território Quilombola. Educação Diferenciada. Quilombos. Quilombo Campinho De Independência, Paraty (Rj): Ethnic Territory And The Fight For A Differentiated Education ABSTRACTThis article aims to contribute to the theme of quilombola school education. In order to do so, it focuses on the history of struggle and resistance of the Campinho da Independência community in Paraty, Rio de Janeiro, Brazil, as a differentiated education experience based on the pedagogy of its territory. The data collection took place between the years of 2012 and 2019 and counted on: ethnography; interviews with the main political leaders of the communities surveyed; analysis of official documents available at the school and Municipal Department of Education. The experience investigated here derives from a community demand triggered by a specific educational policy, differentiated and weakened in times so bad. Thus, in the face of a political scenario marked by the regression of some of these policies, which were consolidating in previous governments, we understand that the experience brought here reflects processes of counter-hegemonic and decolonial struggle as they are carried out in and out of subjects "Others", who suffered a history of submission and subalternization. Quilombola school education. Quilombola Territory. Differentiated Education. Quilombos. 

scholarly journals Washington Insider

2012 ◽  
Vol 45 (01) ◽  
pp. 160
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
International Education ◽  
Western Europe ◽  
Federal Budget ◽  
Doctoral Dissertation ◽  
Department Of Education ◽  
International Studies ◽  
Title Vi ◽  
One Year

From 2000 to 2010, the Fulbright-Hays Doctoral Dissertation Research Abroad Program (DDRA) supported thesis research of 87 graduate students in political science. As a result of cuts in the FY 2011 federal budget, the Department of Education announced in May that this year's competition would be cancelled. DDRA was one of six programs that were cancelled in 2011 when Congress significantly reduced appropriations for Title VI and Fulbright-Hays programs that promote international education (the other competitions/programs are Undergraduate International Studies and Foreign Language; International Research and Studies; Fulbright-Hays Faculty Research Abroad Fellowship; Business and International Education; and American Overseas Research Centers). The DDRA program had provided funding for graduate students to spend up to one year abroad in countries outside of Western Europe since it was first funded in 1964.

scholarly journals A autoproteção contra o HIV para profissionais de enfermagem: estudo de representações sociais [The self-protection against HIV for nursing professionals: study of social representations] [La autoprotección contra el VIH para profesionales de enfermería: estudio de las representaciones sociales]

2018 ◽  
Vol 26 ◽  
pp. e34277
Author(s):  
Thelma Spindola ◽  
Renato Martins de Oliveira Braga ◽  
Sergio Correa Marques ◽  
Glaucia Alexandre Formozo ◽  
Hellen Pollyanna Mantelo Cecilio ◽  
...  
Keyword(s):  
Rio De Janeiro ◽  
Professional Training ◽  
Social Representations ◽  
People Living With Hiv ◽  
Daily Work ◽  
Professional Self ◽  
Living With Hiv ◽  
Nursing Professionals ◽  
Self Protection ◽  
Hiv Aids

Objetivo: analisar a autoproteção profissional e pessoal na rede de representações sociais do HIV/AIDS, na perspectiva dos profissionais de enfermagem. Método: estudo qualitativo pautado na Teoria das Representações Sociais, em sua abordagem processual. Participaram 36 profissionais de enfermagem atuantes em programas de HIV/AIDS no Rio de Janeiro. Resultados: os conteúdos das representações se organizaram em cinco categorias reveladoras das facetas psicossociais da autoproteção: Medidas de proteção no cuidado à pessoa vivendo com HIV; O conhecimento e o medo de exposição ao HIV determinando a autoproteção pessoal e profissional; Comportamento sexual e uso de preservativo: facetas da autoproteção contra o HIV; A educação em saúde e a capacitação profissional como estratégias de autoproteção pessoal e profissional; O cuidado à pessoa vivendo com HIV mediando a autoproteção profissional. Conclusão:para adoção da autoproteção no cotidiano laboral e de vida pessoal dos profissionais é preciso que se percebam vulneráveis e integrem os conhecimentos apreendidos com as representações constituídas.ABSTRACTObjective: to examine the professional and personal self-protection in the network of HIV/AIDS’s social representations from the perspective of nursing professionals. Method: qualitative study based on the theory of social representations in its processual approach. Participants were 36 nursing professionals working in HIV/AIDS programs in Rio de Janeiro. Results: the contents of the representations were organized into five categories revealing the psychosocial aspects of self-protection: Protective measures in caring for people living with HIV; Knowledge and fear of exposure to HIV determining personal and professional self-protection; Sexual behavior and condom use: aspects of self-protection against HIV; Health education and professional training as strategies for personal and professional self-protection; The care for people living with HIV mediating professional self-protection. Conclusion: for adopting self-protection in the professionals’ daily work and personal life, it is necessary to perceive themselves as vulnerable and to integrate the knowledge learned with the constituted representations.RESUMENObjetivo: analizar la autoprotección profesional y personal en la red de representaciones sociales del VIH / SIDA, en la perspectiva de los profesionales de enfermería. Método: estudio cualitativo basado en la Teoría de Representaciones Sociales en su enfoque procesal. Participaron 36 profesionales de enfermería actuantes en el programa de VIH/SIDA en Río de Janeiro. Resultados: los contenidos de las representaciones se organizaron en cinco categorías reveladoras de las facetas psicosociales de la autoprotección: Medidas de protección en el cuidado a la persona viviendo con VIH; El conocimiento y el miedo a la exposición al VIH determinando la autoprotección personal y profesional; Comportamiento sexual y uso de preservativo: facetas de la autoprotección personal contra el VIH; La educación en salud y la capacitación profesional como estrategias de autoprotección personal y profesional; El cuidado a la persona que vive con el VIH mediando la autoprotección profesional. Conclusión: para la adopción de la autoprotección en el cotidiano laboral y de vida personal de los profesionales es preciso que se perciban vulnerables e integren los conocimientos incautados con las representaciones constituidas.

scholarly journals O público e a compreensão da informação nos rótulos de alimentos: o caso dos transgênicos

2009 ◽  
Vol 7 (1) ◽  
pp. 1 ◽  
Author(s):  
Ariadne Chloe Furnival ◽  
Sonia Maria Pinheiro
Keyword(s):  
Focus Groups ◽  
General Public ◽  
Genetically Modified ◽  
Technical Information ◽  
Genetically Modified Food ◽  
Food Labels ◽  
Reading Habits ◽  
Scientific Technical

A rotulagem constitui uma importante interface da informação técno-científica com o público em geral. Apresentam-se resultados de um estudo cujo objetivo foi o exame dos hábitos de leitura dos rótulos dos alimentos por parte dos consumidores, e a sua compreensão das informações neles contidas. A pesquisa foi realizada por meio de grupos focais e a aplicação de um questionário. A pouca leitura de rótulos constatada aponta implicações relevantes no contexto da importância atribuída à rotulagem dos alimentos transgênicos. AbstractLabelling constitutes an important scientific-technical information interface with the general public. It is presented the results of a study aimed at examine the reading habits of food labels by consumers, and their understanding of the information contained in them. The research was carried out via focus groups and with the application of a questionnaire. The identified scarcity of reading labels points to relevant implications in the context of the importance attributed to the labeling of genetically modified food.

scholarly journals Entrevista com João Pontes Nogueira

2019 ◽  
Vol 8 (15) ◽  
pp. 22-41
Author(s):  
João Nackle Urt ◽  
Lara Martim Rodrigues Selis ◽  
Victor Coutinho Lage
Keyword(s):  
Rio De Janeiro ◽  
Political Sociology ◽  
International Studies ◽  
University Of Denver

João Pontes Nogueira possui graduação em Economia pela Universidade Federal do Rio de Janeiro (1984), mestrado em Relações Internacionais pela Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio, 1994) e doutorado em Relações Internacionais pela University of Denver (1998). Desenvolveu sua pesquisa de Pós-Doutorado na Universidade de Victoria (UVIC), Canadá, onde atou com professor visitante. É professor adjunto do Instituto de Relações Internacionais (IRI) da PUC-Rio desde 2000. Foi secretário executivo e diretor da Associação Brasileira de Relações Internacionais (ABRI, 2005-2009), da qual foi um dos fundadores. Atua, principalmente, nos seguintes temas: teoria das relações internacionais, sociologia política internacional, desigualdade na política mundial, humanitarismo, e o lugar das cidades na política mundial. Foi diretor do IRI/PUC-Rio entre 2008 e 2012 e supervisor-geral do Centro de Estudos dos Países BRICS (BRICS Policy Center) durante o mesmo período. Foi editor-chefe, com Jef Huysmans, da revista International Political Sociology (IPS), da International Studies Association (ISA), de 2012 a 2016, e é membro do conselho editorial de diversas revistas nacionais e internacionais. 

Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

2012 ◽  
Vol 22 (3) ◽  
pp. 106-118 ◽  
Author(s):  
Paula Denslow ◽  
Jean Doster ◽  
Kristin King ◽  
Jennifer Rayman
Keyword(s):  
Traumatic Brain Injury ◽  
At Risk ◽  
Brain Injury ◽  
Educational Outcomes ◽  
School Personnel ◽  
Department Of Education ◽  
Health Providers ◽  
Accurate Identification ◽  
Transition Intervention ◽  
Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

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