scholarly journals MÉMORIA DE DOCENTES UNIVERSITÁRIOS: RESISTÊNCIA E LUTA NO CAMPUS UNIVERSITÁRIO DE ABAETETUBA

2021 ◽  
Vol 14 (23) ◽  
pp. 13
Author(s):  
Mara Rita Duarte de OLIVEIRA (UNILAB)
Keyword(s):  
Knowledge Production ◽  
Active Participation ◽  
University Campus ◽  
Intellectual Work ◽  
Teacher Resistance ◽  
University Teachers ◽  
Central Objective ◽  
The World

O presente artigo é parte de uma pesquisa mais ampliada sobre os docentes do Campus Universitário de Abaetetuba, que teve como objetivo apresentar os resultados da pesquisa intitulada Memória docente e narrativas de resistência na Universidade Federal do Pará, no período de 2013 a 2017, sendo parte da pesquisa financiada pelo PIBIC/UFPA e outra realizada sem financiamento. A pesquisa foi realizada com docentes do Campus Universitário de Abaetetuba, com o objetivo central de interpretar as estratégias e dispositivos de resistência docente aos modelos impositivos de instalação da Universidade heterônoma e neoprofissional, a partir da memória docente focalizando as narrativas dos docentes do Campus Universitário de Abaetetuba. Desse modo, verificamos que os docentes se baseiam na reflexão como forma de vivenciar e compreender a esfera do mundo da vida e do sistema, utilizando-se do trabalho intelectual como atividade de produção do conhecimento e na participação ativa na Universidade.Palavras-chave: Memória. Resistência. UniversidadeAVERAGE OF UNIVERSITY TEACHERS: RESISTANCE AND FIGHT IN THE ABAETETUBA UNIVERSITY CAMPUSThis article is part of a broader research on the teachers of the Abaetetuba University Campus, which aimed to present the results of the research entitled Teaching memory and resistance narratives at the Federal University of Pará, from 2013 to 2017, part of the research financed by PIBIC / UFPA and another carried out without funding. The research was carried out with professors from the Abaetetuba University Campus, with the central objective of interpreting the strategies and devices of teacher resistance to the imposing models of installation of the heteronymous and neo professional University, from the teaching memory focusing on the narratives of the teachers of the Abaetetuba University Campus. Thus, we found that teachers are based on reflection as a way to experience and understand the sphere of the world of life and the system, using intellectual work as an activity of knowledge production and active participation in the University.Keywords: Memory. Resistance. University

THE REFORM OF SPANISH UNIVERSITIES DURING THE SECOND REPUBLIC: INFLUENCES, OBJECTIVES AND ACTIONS

2021 ◽  
Vol 32 (1) ◽  
pp. 227-247
Author(s):  
Álvaro Ribagorda ◽  
Keyword(s):  
University Education ◽  
University Campus ◽  
University Reform ◽  
Second Republic ◽  
Silver Age ◽  
University Teachers ◽  
Science And Culture ◽  
Spanish Universities ◽  
Modernization Process ◽  
The University

At the beginning of XX Century there was a great advance in Spanish science and culture, but not in universities. The Second Republic launched a great university reform inspired by other European and American universities. The introduction of research, new studies plans, and the proliferation of university colleges, were some of the keys to the new Spanish university model. The project of the university reform of the Second Republic was actively developed until the summer of 1936, when many faculties, engineering schools, research laboratories, residences and other institutions of the Madrid Campus were already opened. The experience of Madrid was adopted by other Spanish uni-versities. In some cases, pedagogical and research methodologies have been at the forefront internationally. Access to university education and research for women has become ubiquitous. Among the university teachers were leading representatives of the Silver Age of Spanish sci-ence and culture. However, this project of reforming Spanish universi-ties was thwarted by the mutiny of July 18, 1936, one of the goals of which was to stop the modernization process launched by the Second Republic. The mutiny led to a bloody civil war, during which the new-ly opened faculties of the university campus became a zone of fierce fighting, buildings were destroyed, as was the entire university reform project.

scholarly journals A Venezuelan Position on the Bolivarian Revolution

2017 ◽  
Vol 9 (1) ◽  
pp. 6-13
Author(s):  
Douglas Amundaray
Keyword(s):  
High School ◽  
Knowledge Production ◽  
Presidential Election ◽  
Analytical Approach ◽  
Bolivarian Revolution ◽  
Mainstream Media ◽  
The World ◽  
The Impact

My interest in politics started during my high school years. At 13 I got hooked on the Venezuelan political scenario with the same intensity as most adults. It is not usual for a teenager to be interested in politics, but the impact of the 1998 Venezuelan presidential election was so significant, the coverage by media so widespread, that it was practically inevitable that I would become enthralled in the outcome. “How does who you are and where you stand in relation to others shape what you know about the world?” By raising this question, David Takacs (2002) introduces the importance of positionality to knowledge production. Positionality provides a way to understand how objective or subjective researchers are during knowledge production (Lave & Wenger, 1991). I can firmly say that the representations portrayed in Venezuela’s mainstream media built up my character, and shaped the analytical approach that I follow today as a scholar.

scholarly journals Tertiary Teachers Strike (TTS) and e-Learning Deficit amidst Covid-19 Crisis in Nigeria

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Victor Okoro Ukaogo ◽  
◽  
Florence Onyebuchi Orabueze ◽  
Chika Kate Ojukwu ◽  
Keyword(s):  
Group Discussion ◽  
Sample Population ◽  
Learning Deficit ◽  
Public And Private ◽  
Tertiary Institutions ◽  
University Teachers ◽  
The World ◽  
E Learning ◽  
The One ◽  
Participant Observer

Amid the raging Covid-19 pandemic across the world and the debilitating tertiary teachers strike in Nigeria, this study’s objective seeks to examine the prevailing un-lived experiences of Nigerian tertiary students in e-learning. The study argues that Covid-19 has widened the digital divide between Nigerian universities and other universities in other parts of the world on the one hand and between public and private tertiary institutions in Nigeria on the other. This e-learning deficit is worsened by university teachers’ strikes, constituting a twin inhibition into which higher education is consigned in Nigeria. The study identifies poor funding of education as a major constraint to virtual learning and instruction faced by public tertiary students especially in the era of the pandemic. Data collection for the study will be carried out through oral interviews basically focus group discussion (FGD) from a sample population of 50 university students (male and female) in three universities across the southeast region of Nigeria, newspaper reports, and participant-observer methods of research analysis.

scholarly journals The Environment Is Not A System

2018 ◽  
Vol 7 (1) ◽  
pp. 152-165
Author(s):  
Tega Brain
Keyword(s):  
Knowledge Production ◽  
Mass Extinction ◽  
Computational Models ◽  
Rapid Climate Change ◽  
The World ◽  
History Of Ecology ◽  
History Of ◽  
And Control ◽  
Systems View ◽  
Manipulation And Control

This paper considers some of the limitations and possibilities of computational models in the context of environmental inquiry, specifically exploring the modes of knowledge production that it mobilizes. Historic computational attempts to model, simulate and make predictions about environmental assemblages, both emerge from and reinforce a systems view on the world. The word eco-system itself stands as a reminder that the history of ecology is enmeshed with systems theory and presup-poses that species entanglements are operational or functional. More surreptitiously, a systematic view of the environment connotes it as bounded, knowable and made up of components operating in chains of cause and effect. This framing strongly invokes possibilities of manipulation and control and implicitly asks: what should an ecosystem be optimized for? This question is particularly relevant at a time of rapid climate change, mass extinction and, conveniently, an unprecedented surplus of computing.

scholarly journals Locating a New Collegiate Entrepreneurship Program, a framework for a University Campus

10.28945/4385 ◽  
2019 ◽  
Vol 3 ◽  
pp. 075-087
Author(s):  
Douglas H Carter
Keyword(s):  
Literature Review ◽  
New Venture ◽  
Current Status ◽  
New Venture Creation ◽  
Venture Creation ◽  
University Campus ◽  
University Campuses ◽  
Corporate Innovation ◽  
The World ◽  
Recent Developments

Entrepreneurship has emerged over the last three decades as arguable the most potent economic force the world has ever experienced. This economic expansion has paralleled rapid growth in the field of entrepreneurship education. Recent developments in curricula and programs devoted to entrepreneurship, new venture creation and corporate innovation have been remarkable. The number of colleges and universities that offer courses related to entrepreneurship has grown from a handful 35 years ago to over 3000 today. In the midst of this expansion lies the challenge of establishing and sustaining entrepreneurship programs in universities across the globe. (Morris, Kuratko & Cornwall, 2013) The literature review will help inform us of the current status of entrepreneurship programs on university campuses and provide us with some indication of any changes in the idea of where to place a new program.

Cartographical Quandaries: the Limits of Knowledge Production in Burton's and Speke's Search for the Source of the Nile

2008 ◽  
Vol 35 ◽  
pp. 455-479 ◽  
Author(s):  
Adrian S. Wisnicki
Keyword(s):  
Knowledge Production ◽  
Lake Tanganyika ◽  
Lake Victoria ◽  
Julius Caesar ◽  
East African ◽  
Blue Nile ◽  
Historical Series ◽  
The World ◽  
Limits Of Knowledge ◽  
White Nile

When he sighted the southern end of Lake Victoria on 3 August 1858, John Hanning Speke (1859b:397) realized that he had discovered the “source” of the White Nile, the most important tributary of the Nile proper, and so had “almost, if not entirely, solved a problem which it has been the first geographical desideratum of many thousand years to ascertain, and the ambition of the first monarchs of the world to unravel.” That Speke was an unknown explorer and that he had made his discovery on a solo “flying trip” during the East African Expedition of 1856-59, which, under the command of the renowned explorer Richard Francis Burton, had already also discovered Lake Tanganyika, made Speke's accomplishment all the more remarkable.As contemporaries soon asserted, Speke's discovery culminated a historical series of excursions, real and imagined, into the interior of Africa and placed Speke at the pinnacle of a line of explorers and geographers that ran from Herodotus, Julius Caesar, and Ptolemy to, in more recent times, James Bruce (the Scotsman who “discovered” the source of the Blue Nile, the second most important tributary of the Nile, in 1770), the German missionaries Ludwig Krapf and Johannes Rebmann (who “discovered,” respectively, the snow-capped mountains of Kilimanjaro in 1848 and Kenya in 1849), and noted “armchair geographers” like W.D. Cooley, Charles Beke, and James M'Queen.

Soviet and Comintern Policies Toward the British General Strike of 1926

1953 ◽  
Vol 5 (4) ◽  
pp. 503-529 ◽  
Author(s):  
Morton H. Cowden
Keyword(s):  
Working Class ◽  
Active Participation ◽  
Strong Interest ◽  
The World ◽  
History Of ◽  
General Strike

The first general strike in the history of England, with its mass labor action, was bound to attract strong interest from the workers' state which proclaimed as its rallying cry: “Workers of All Countries, Unite!” Soviet concern for the British working class followed logically from the active participation of Marx and Engels in the movement, and the continued attention shown by Lenin to this important “section” of the “world proletariat.”

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