Análise do Projeto Pedagógico de um Curso de Ciências Biológicas Face às Diretrizes Curriculares Nacionais

2017 ◽  
Vol 18 (3) ◽  
pp. 285
Author(s):  
Maria Angélica Penatti Pipitone ◽  
Emerson Alves Carneiro
Keyword(s):  
Social Sciences ◽  
Biological Sciences ◽  
Higher Education ◽  
Data Collection ◽  
Professional Ethics ◽  
National Curriculum ◽  
The Political ◽  
Common Elements ◽  
Curriculum Guidelines ◽  
The Common

O presente trabalho teve por objetivo analisar o Projeto Político Pedagógico e a matriz curricular do Curso de Ciências Biológicas de uma Universidade Estadual Paulista em relação ao que foi proposto pelas Diretrizes Curriculares Nacionais para o Curso de Ciências Biológicas (CNE/ MEC). Tal verificação permitiu discriminar os elementos comuns e os aspectos divergentes, os conteúdos supervalorizados, bem como aqueles que podem estar obscurecidos. Para uma melhor compreensão do objeto da pesquisa foram analisadas as interpretações teóricas do Projeto Pedagógico e do currículo para o Ensino Superior. A partir da análise de documentos oficiais foi elaborado um questionário auxiliar para a coleta de dados entre os professores/coordenadores de curso e estudantes com o intuito de verificar as opiniões, críticas e sugestões que pudessem auxiliar na avaliação da matriz curricular do referido curso. Os resultados sinalizaram, em linhas gerais, uma carência nas áreas das Ciências Humanas e Sociais, sobretudo nos temas: História e Filosofia da Ciência, além de componentes ligados à Ética Profissional e à Legislação Ambiental.Palavras-chave: Projeto Político Pedagógico. Ciências Biológicas. Diretrizes Curriculares Nacionais. Matriz Curricular. Ensino Superior.AbstractThis study aimed to analyze the Political Pedagogical Project and Curriculum of Biological Sciences Course from College/São Paulo University, Brazil) in relation to that proposed by the National Curriculum Guidelines for Biological Sciences Course. Such verification allowed to discriminate the common elements and divergent aspects, the overvalued content as well as those that may be obscured. For a better understanding of the research object, theoretical interpretations of the education program and curriculum for higher education were analyzed. From the analysis of official documents support, our data collection among teachers / course coordinators and students with the aim of analyzing the comments, criticisms and suggestions that could assist in the evaluation of the curriculum of this course questionnaire were prepared. The results showed, in general a lack of areas focused on History and Philosophy of Science, humanities and Social Sciences, as well as components related to professional Ethics and Environmental Law.Keywords: Project of Pedagogical Politic. Biological Sciences. National Curriculum Guidelines. Curriculum Guide. Higher Education.

scholarly journals Development of Administration Professional Competences in Brazilian Public Universities: A Multicase Study in Florianópolis

2021 ◽  
Author(s):  
Ednaldo de Souza Vilela ◽  
Filipe José Dias ◽  
Marcos B. L. Dalmau
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Public Universities ◽  
National Curriculum ◽  
Bachelor's Degree ◽  
Curriculum Guidelines ◽  
Data Collection Instrument ◽  
Multicase Study ◽  
Structured Questionnaire ◽  
Professional Formation

The article aims to investigate how the development of competences applied to the professional formation of the egress administrator of public municipal higher education institutions in the Florianópolis region occurs under perspective of teachers and coordinators of the bachelor's degree in administration course. For this, a qualitative and documentary research was carried out, using a structured questionnaire applied to 20 people as a data collection instrument, including 2 course coordinators and 18 professors from the studied institutions who teach the subjects whose contents are related to professional formation from the administrator. The results show that the new national curriculum guidelines encourage the development of competences. In this context, despite the effort to comply with such devices, there is some misalignment between the teaching plans and the pedagogical project of the course. Difficulties in implementing formation based on competence and lack of institutional stimuli are also perceived.

scholarly journals 2019 GSA FELLOWS SYMPOSIUM: STRENGTH IN AGE: HARNESSING THE POWER OF NETWORKS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S538-S539
Author(s):  
Peter Martin
Keyword(s):  
Social Sciences ◽  
Biological Sciences ◽  
Higher Education ◽  
Social Support ◽  
Research Policy ◽  
Social Research ◽  
Health Sciences ◽  
Disciplinary Boundaries ◽  
Young Aging

Abstract The 2019 GSA Fellows Symposium includes GSA members who were recently granted GSA Fellow status. They represent each of the GSA sections: Biological Sciences (BS), Health Sciences (HS), Behavioral & Social Sciences (BSS), Social Research, Policy & Practice (SRPP), and the Academy for Gerontology in Higher Education (AGHE). The theme of the 2019 GSA Fellows Symposium is focusing on the power of networks and will highlight the importance of neuroendocrine networks (Christian Sell), the role of social support for refugees in Canada (Esme Fuller-Thomson), the importance of professional partnerships to promote health (Heather Young), aging-friendly communities (Emily Greenfield), and the role of networks in teaching gerontology (Tina Kruger). The importance of networks across disciplinary boundaries will be discussed.

scholarly journals O Ensino Religioso no Município de Cariacica - ES: O Processo de Construção das Diretrizes Curriculares e o Desafio de sua Implementação em Âmbito Escolar

2015 ◽  
Vol 7 (10) ◽  
pp. 37
Author(s):  
Eliane M. L. M. de Freitas
Keyword(s):  
Continuing Education ◽  
Religious Education ◽  
Professional Ethics ◽  
Religious Diversity ◽  
The Political ◽  
Curriculum Guidelines ◽  
Religious Teaching ◽  
Professional Profile

Resumo: Este artigo procura elucidar o processo de construção das Diretrizes Curriculares do Ensino Religioso do município de Cariacica – ES e como se tem dado o processo de implementação das mesmas em âmbito escolar. Objetiva esclarecer sobre o perfil do professor, que deve primar pelas diferentes percepções e compreensão do fenômeno religioso assim como a sua identidade epistemológica; o perfil profissional e formação continuada, no sentido de promover o Ensino Religioso não proselitista como prescreve a legislação em vigor. Destaca-se dessa forma o exercício da ética profissional e do respeito à diversidade cultural e religiosa a fim de pensar os possíveis caminhos que compõe a docência. Tem-se como intenção pensar os desafios que se interpõem no desenvolvimento da disciplina tais como: atrelar o Ensino Religioso ao projeto político pedagógico da escola, discutir sobre a falta de recursos didáticos nesta área. Palavras-chave: Ensino Religioso. Diretrizes Curriculares. Formação. Abstract: This paper aims to elucidate the process of building the Curriculum Guidelines of Religious Teaching in Cariacica – ES and how the process of its implementation was made. It tries to clarify the profile of the teacher who should excel by different perceptions and understanding of the religious phenomenon as well as its epistemological identity. Professional profile and continuing education must promote religious education not in a proselytizing way, as it is prescribed in the legislation. The paper highlights the exercise of professional ethics and respect for cultural and religious diversity in order to think possible paths involved in Religious Teaching. It intends to face the challenges involved in this Subject such as to link Religious Teaching to the political and pedagogical project of the school and to discuss the lack resources in this area.Keywords: Teaching Religious. Curriculum Guidelines. Continuing Education.

scholarly journals As mudanças das competências diante da transformação das organizações

2021 ◽  
Vol 3 (5) ◽  
pp. 3118-3132
Author(s):  
Ana Cristina Brandão Ribeiro Silva
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
National Curriculum ◽  
Academic Training ◽  
Ministry Of Education ◽  
Curriculum Guidelines

Este artigo apresenta discussão sobre as competências (conhecimentos, habilidades e atitudes) desenvolvidas na formação dos bacharéis secretários executivos, egressos da academia, considerando que as mudanças nas organizações exigem aplicação imediata das respectivas dimensões das competências, no sentido de torná-los aptos a atuarem e preencherem as vagas de trabalho existentes conforme o perfil de atuação: assessor, gestor, consultor e empreendedor, indicado pelas diretrizes curriculares nacionais, e consequentemente exigido pelo mercado de trabalho. A formação acadêmica é parte obrigatória para as comprovações profissionais, porém, somente com a sintonia das competências será agregado valor à organização diante do comprometimento com as responsabilidades impostas pelo cargo ou função, prevalecendo assim o conhecimento como base do aprendizado recebido durante o curso, as habilidades como as práticas aplicadas em determinadas situações e contexto, as atitudes como ações empregadas. O estudo aponta que o curso de nível superior busca formar os acadêmicos no intuito de atender ao exigido pelo Ministério da Educação, contudo, observa-se lacunas sobre a aplicação das competências no mercado de trabalho que precisam ser  preenchidas conforme as exigências mercadológicas.     This article presents a discussion about the competencies (knowledge, skills and attitudes) developed in the formation of bachelors executive secretaries, graduates of the academy, considering that the changes in organizations require immediate application of the respective dimensions of competencies, in order to make them able to act and fill the existing job vacancies according to the performance profile: advisor, manager, consultant and entrepreneur, indicated by the national curriculum guidelines, and consequently required by the labor market. The academic training is a mandatory part for professional evidence, however, only with the tuning of the competencies will value be added to the organization before the commitment to the responsibilities imposed by the position or function, thus prevailing the knowledge as the basis of learning received during the course, the skills as the practices applied in certain situations and context, the attitudes as actions employed. The study points out that the higher education course seeks to train the academics in order to meet the requirements of the Ministry of Education, however, there are gaps about the application of skills in the labor market that need to be filled according to market demands. 

Political pluralism in Morocco

1967 ◽  
Vol 2 (4) ◽  
pp. 568-583 ◽  
Author(s):  
I. William Zartman
Keyword(s):  
Political Development ◽  
Political System ◽  
The Political ◽  
Common Phenomenon ◽  
Common Elements ◽  
Political Systems ◽  
Political Pluralism ◽  
Social Interests ◽  
The Common ◽  
Separated Powers

Le système politique rnarocain est original en Afrique, non seulernent parce que le Maroc est doté d'un régime monarchique rnais aussi parce que ce pays est Ie seul à avoir tenté et poursuivi depuis son accession à l’indépendance une experience de multipartisme.Societies are generally neither monolithic nor homogeneous; every political system must deal with the problem of pluralism in some way. But political systems tend to be organized hierarchically, with power and authority concentrated at the top. The confrontation of social pluralism and political concentration can well give rise to tensions, since centralized political structures deal with diversified social interests. Tensions are also likely to grow out of pluralism within the political structure itself, as factions form on the bases of personalities, programmes and interests. Factions can exist within a single organizational or institutional framework, or they can be reflected in competing parties, checking and balancing institutions, and separated powers. The single-party regime has often become a familiar way of containing these tensions and factions in developing countries, particularly in Africa, and the existence of many African single-party regimes has led to efforts to discover the common elements behind the common phenomenon. The purpose of this study is not to challenge these explanations, but to look more broadly into the nature of interests, factions and power in developing polities, suggesting a model of political development that puts both unipartism and political pluralism in their places.

scholarly journals Will Brazil Follow the Japanese Educational Reforms and Cut the Funding for Research in Humanities? Possibilities and Psycho-political Implications

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
André Dias
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Graduate Programs ◽  
Educational Institutions ◽  
The Political ◽  
Japanese Education ◽  
Political Implications ◽  
Education Personnel ◽  
Humanities And Social Sciences ◽  
Brazilian Students

On May 2019 Brazilian Federal government declared it would follow the Japanese academic model, cutting funding for undergraduate and graduate-level programs and research on Humanities and Social Sciences. The cited reforms were implemented by Japanese Education Minister Shimomura in 2015, but Japan would later back down on these cuts. In Brazil, however, the cuts affect 30% of the budget for Federal educational institutions and frozen the continuity of the most important program from the Coordination for the Improvement of Higher Education Personnel (CAPES), which distributed grants for researchers on graduate programs. This paper conducts a literature and bibliographic review in order to debate the Brazilian’s cuts on Higher Education. It is concluded that those cuts are mainly politically motivated, affecting mostly the hard sciences instead of Humanities and Social Sciences. It is also concluded the political motivations behind the slashing of funding for Education may backfire, fostering the actual and new forms of political associativism between Brazilian students and researchers.

scholarly journals Computational and neurocognitive approaches to the political brain: key insights and future avenues for political neuroscience

2021 ◽  
Vol 376 (1822) ◽  
pp. 20200130
Author(s):  
Leor Zmigrod ◽  
Manos Tsakiris
Keyword(s):  
Social Sciences ◽  
Biological Sciences ◽  
Cognitive Structure ◽  
The Political ◽  
Theme Issue ◽  
Political Behaviour ◽  
Fine Grained ◽  
The Social ◽  
Methodological Approaches ◽  
Core Questions

Although the study of political behaviour has been traditionally restricted to the social sciences, new advances in political neuroscience and computational cognitive science highlight that the biological sciences can offer crucial insights into the roots of ideological thought and action. Echoing the dazzling diversity of human ideologies, this theme issue seeks to reflect the multiplicity of theoretical and methodological approaches to understanding the nature of the political brain. Cutting-edge research along three thematic strands is presented, including (i) computational approaches that zoom in on fine-grained mechanisms underlying political behaviour, (ii) neurocognitive perspectives that harness neuroimaging and psychophysiological techniques to study ideological processes, and (iii) behavioural studies and policy-minded analyses of such understandings across cultures and across ideological domains. Synthesizing these findings together, the issue elucidates core questions regarding the nature of uncertainty in political cognition, the mechanisms of social influence and the cognitive structure of ideological beliefs. This offers key directions for future biologically grounded research as well as a guiding map for citizens, psychologists and policymakers traversing the uneven landscape of modern polarization, misinformation, intolerance and dogmatism. This article is part of the theme issue ‘The political brain: neurocognitive and computational mechanisms'.

Gender and the Biological Sciences

1994 ◽  
Vol 20 ◽  
pp. 21-42 ◽  
Author(s):  
Kathleen Okruhlik
Keyword(s):  
Social Sciences ◽  
Biological Sciences ◽  
Gender Equality ◽  
Social Influences ◽  
Gender Ideology ◽  
The Political ◽  
Political Struggle ◽  
Scientific Disciplines ◽  
Fertile Ground ◽  
Subordinate Role

Feminist critiques of science provide fertile ground for any investigation of the ways in which social influences may shape the content of science. Many authors working in this field are from the natural and social sciences; others are philosophers. For philosophers of science, recent work on sexist and androcentric bias in science raises hard questions about the extent to which reigning accounts of scientific rationality can deal successfully with mounting evidence that gender ideology has had deep and extensive effects on the development of many scientific disciplines.Feminist critiques of biology have been especially important in the political struggle for gender equality because biologically determinist arguments are so often cited to ‘explain’ women’s oppression. They explain why it is ‘natural’ for women to function in a socially subordinate role, why men are smarter and more aggressive than women, why women are destined to be homebodies, and why men rape.

scholarly journals Monsters, fear and fun. Bringing creative methodologies into the higher education classroom to study children and childhood

2021 ◽  
Author(s):  
Rosalina Pisco Costa ◽  
Beatriz Roque ◽  
Vanessa Carreira
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Data Collection ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Sociological Perspective ◽  
Data Collection And Analysis ◽  
Teachers And Students ◽  
Children And Childhood

This paper addresses  the methodology of Design Thinking and its applicability as a creative methodology when teaching and learning Sociology of Childhood in a higher education context. Students were asked to develop an exercise in order to expand and deepen the theoretical and conceptual knowledge discussed in theoretical classes. Active and creative methodologies were specifically and purposefully designed to develop the ability to think critically about the problems presented, stimulating debate and sociological imagination. Inspired by the Mindshake Design Thinking Model Evolution 6², practical classes were organized and oriented towards specific techniques, namely the “Inspiration Board”, “Intent Statement” and “Insight Clustering”, following, respectively, the phases of exploration, data collection and analysis and interpretation of results. Illustration is given through the development of a research itinerary committed to think, discuss and creatively research the meanings of the “dark” and “darkness” of the night for children. Incorporating Design Thinking in the teaching and learning process in the field of social sciences, namely when researching children and childhood from a sociological perspective, proved to be a both fruitful and engaging tool both for teachers and students. 

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