scholarly journals Gênero, transexualidade e educação: reconhecimento e dificuldades para emancipação

2018 ◽  
Vol 10 (4) ◽  
pp. 58
Author(s):  
Guilherme Paiva de Carvalho ◽  
Aryanne Sérgia Queiroz de Oliveira
Keyword(s):  
Higher Education ◽  
Gender Identity ◽  
Educational System ◽  
Educational Institution ◽  
Rio Grande ◽  
Binary Opposition ◽  
Enseñanza Superior ◽  
El Sistema ◽  
The Relationship ◽  
Do So

O artigo analisa a relação entre gênero, transexualidade e educação, refletindo sobre o reconhecimento do sujeito transexual na instituição educacional no Brasil. Para tanto, o estudo discute o conceito de identidade de gênero e transexualidade a partir do ponto de vista do saber médico e das ciências humanas. Por meio de entrevistas com professores/as do ensino superior no Estado do Rio Grande do Norte, a pesquisa mostra que a problemática de gênero é pouco estudada no sistema educacional. Considerando a perspectiva dos/as professores/ as entrevistados/as, apesar do questionamento acerca da teoria da oposição binária da sexualidade, os discursos evidenciam a falta de reconhecimento do sujeito transexual na educação superior no Brasil.Palavras-chave: Gênero. Transexualidade. Educação. Gender, transsexuality and education: recognition and difficulties for emancipationABSTRACTThis paper analyses the relationship between gender, transsexuality and education, refl ecting about the recognition of the transsexual subject in the educational institution in Brazil. In order to do so, the study discusses the concept of gender identity and transsexuality from the standpoint of medicals knowledge and humans sciences. By means of interviews with professors of the higher education in the state of Rio Grande do Norte, the research shows that the gender problematic is little studied in the educational system. Considering the vision of the professors interviewed, in spite of the questioning about the theory of the binary opposition of sexuality, the discourses evidences the lack of recognition of the transsexual subject in higher education in Brazil.Keywords: Gender. Transsexuality. Education. Género, transexualidad y educación: reconocimiento y dificultades para emancipaciónRESUMENEl artículo analiza la relación entre género, transexualidad y educación, refl exionando sobre el reconocimiento del sujeto transexual en la institución educativa en Brasil. Para ello, el estudio discute el concepto de identidad de género y transexualidad desde el punto de vista del saber médico y de las ciencias humanas. A través de entrevistas com profesores (as) de la enseñanza superior en el Estado de Rio Grande do Norte, la investigación evidencia que la problemática de género es poco estudiada en el sistema educativo. Considerando la perspectiva de los (as) profesores (as) entrevistados (as), pese el cuestionamiento acerca de la teoría de la oposición binaria de la sexualidad, los discursos evidencian la falta de reconocimiento del sujeto transexual en la educación superior en Brasil.Palabras clave: Género. Transexualidad. Educación.

scholarly journals Entre as políticas de inclusão e as estratégias: as experiências de pessoas trans* no ensino superior

2018 ◽  
Vol 10 (4) ◽  
pp. 11
Author(s):  
Amurabi Oliveira ◽  
Keo Silva
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Gender And Education ◽  
Enseñanza Superior ◽  
Trans People ◽  
The Social ◽  
Academic Debate

O tema das identidades trans* tem ganhado cada vez mais visibilidade, não apenas no debate acadêmico, como também em outros espaços de discussão. Apesar da crescente presença de pessoas trans* no ensino superior, as pesquisas nesta área ainda são incipientes. Visando contribuir para este campo, neste artigo analisaremos através do método biográfico a experiência de pessoas trans* no ensino superior, focando nas estratégias utilizadas por elas para sua permanência. Ganha destaque a relevância do reconhecimento do nome social pela instituição de ensino, ainda que as experiências narradas transpareçam alguns dos limites dessa política.Palavras-chave: Pessoas Trans*. Gênero e Educação. Ensino Superior. Between inclusion policies and strategies: the experiences of trans* people in higher education ABSTRACTThe issue of trans* identities has gained increasing visibility, not only in the academic debate, but also in other spaces of discussion. Despite the growing presence of trans* people in higher education, researches in this area are still incipient. In order to contribute to this field, in this article we will analyze through the biographical method the experience of trans* people in higher education, focusing on the strategies used by them for their permanence. The importance of recognition of the social name by the educational institution is highlighted, although the experiences narrated transpire some of the limits of this policy.Keywords: Trans People*. Gender and Education. Higher Education. Entre las políticas de inclusión y las estrategias: las experiencias de personas trans* en la enseñanza superiorRESUMENEl tema de las identidades trans* ha tenido cada vez más visibilidad, no solamente en el debate académico, sino también en otros espacios de discusión. Pese a la creciente presencia de personas trans* en la enseñanza superior, las investigaciones en dicha área aún son incipientes. Con el objetivo de contribuir con este tema, en este artículo analizaremos a través del método biográfi co la experiencia de personas trans* en la enseñanza superior, enfocando en las estrategias utilizadas por dichas personas para su permanencia en la universidad. Además, se destaca la relevancia del reconocimiento del nombre social por la institución educativa, aunque las experiencias narradas trasparezcan algunos de los límites de esa política.Palabras clave: Personas Trans*. Género y Educación. Enseñanza Superior

scholarly journals The Greater Bay Area (GBA) Development Strategy and Its Relevance to Higher Education

2020 ◽  
pp. 209653112096446
Author(s):  
Ailei Xie ◽  
Gerard A. Postiglione ◽  
Qian Huang
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
Central Government ◽  
Academic Research ◽  
Professional Autonomy ◽  
High Tech ◽  
Bay Area ◽  
Funding Opportunities ◽  
The Relationship ◽  
Do So

Purpose: This article provides a policy review of the Greater Bay Area (GBA) development strategies and their relevance to higher education. Design/Approach/Methods: This article reviews key GBA policies adopted by the central government of China and interprets higher education cooperation policies at provincial and national levels before discussing the opportunities and challenges for higher education. Findings: The GBA Development Strategy aims to build an integrated, innovative, and internationalized economy. It presents an opportunity for universities to attract new funding opportunities as well as to prepare graduates to play a key role in the GBA. The shift toward a high-tech service-led economy would hinge upon creating an effective partnerships platform between industry and higher education institutions. To do so would require greater institutional and professional autonomy for the academic research enterprises. There is also a need for evidence-based policies by the Central and GBA regional governments. Originality/Value: The article examines the state of the relationship between GBA strategies and higher education cooperation. It can be used to guide policies to promote higher education cooperation in the GBA in a more integrated, innovative, and internationalized way.

scholarly journals Mapeamento das tendências de investigação em Educação a Distância e Elearning, na década 2004-2013: estudo exploratório no contexto português

2018 ◽  
Vol 34 (1) ◽  
pp. 53
Author(s):  
Lina Morgado ◽  
Angelina Costa
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Research Process ◽  
Academic Community ◽  
Construction Of Knowledge ◽  
Enseñanza Superior ◽  
Educación A Distancia ◽  
New Public ◽  
E Learning ◽  
The Relationship

Resumo: O ensino superior vive complexos momentos de mudança à escala mundial. O desenvolvimento exponencial das tecnologias e, consequentemente, da educação a distância e do elearning, os novos públicos que têm acesso a este nível de ensino, o facto de ser, pela sua natureza, um espaço de inovação na relação e construção do conhecimento, os desenvolvimentos científicos, concretamente na área da educação e das tecnologias, são fatores que têm feito emergir necessidades de análise, de avaliação e de reflexão da produção científica, tornando-as tarefas substanciais da comunidade académica. Com este artigo pretende-se esboçar alguns cenários de futuro na educação a distância e elearning, no ensino superior, olhando para a situação de Portugal no contexto europeu. Foram definidos três momentos de investigação. Num primeiro momento, pretende-se delinear o estado da arte da investigação sobre educação a distância e elearning, no ensino superior, mas ir para além dele, num segundo momento, convocando a discussão e a reflexão dos protagonistas no processo. Num terceiro momento, pretende-se confrontar as perspetivas nacionais com as perspetivas de especialistas europeus neste domínio. Os resultados que agora se apresentam constituem ainda um trabalho em progresso e por isso com resultados preliminares e parciais da primeira fase de investigação.Palavras-chave: educação a distância, elearning, ensino superior, investigação, gestão, inovação Abstract: Higher education experiments complex moments of change to a worldwide extent. With the exponential development of technology and, therefore, the distance education and learning, where a new public has access to this level of education. Other factors like being, by its nature, a space for innovation in the relationship and construction of knowledge, scientific developments, particularly in education and technology, contribute to emerging needs analysis, evaluation and reflection of the scientific production, making it the substantial tasks of the academic community. This study aims to outline scenarios of future in distance education and e-learning, in higher education, looking at Portugal's position in the European context. It has been defined three stages of the investigation. Initially, it is intended to outline the state of the art of research on distance education and e-learning, in higher education, but go beyond, in a second moment, summoning discussion and reflection of the protagonists in the process. Thirdly, the prospects of national and European perspectives of specialists in this field will be faced up. Still, in the research process, we present here the global design of the study and preliminary and partial results of phase one of the research.Keywords: distance education, e-learning, higher education, research projects, management, innovation Resumen: La enseñanza superior vive complejos momentos de cambio a escala mundial. El desarrollo exponencial de las tecnologías y, por consiguiente, de la educación a distancia y del elearning, los nuevos públicos que tienen acceso a este nivel de enseñanza, el hecho de ser, por su naturaleza, un espacio de innovación en la relación y la construcción del conocimiento, los desarrollos científicos, concretamente en el ámbito de la educación y de las tecnologías, son factores que han hecho emerger necesidades de análisis, de evaluación y de reflexión de la producción científica, haciéndolas tareas sustanciales de la comunidad académica. Con este artículo se pretende esbozar algunos escenarios de futuro en la educación a distancia y e-learning en la educación superior, mirando la situación de Portugal en el contexto europeo. Se definieron tres momentos de investigación. En un primer momento, se pretende delinear el estado del arte de la investigación sobre educación a distancia y elearning, en la enseñanza superior, pero ir más allá de él, en un segundo momento, convocando la discusión y la reflexión de los protagonistas en el proceso. En un tercer momento, se pretende confrontar las perspectivas nacionales con las perspectivas de expertos europeos en este ámbito. Los resultados que ahora se presentan constituyen todavía un trabajo en progreso y por ello con resultados preliminares y parciales de la primera fase de investigación.Palabras-clave: educación a distancia, elearning, enseñanza superior, investigación, gestión, innovación

“I’m Not Really 100% a Woman If I Can’t Have a Kid”: Infertility and the Intersection of Gender, Identity, and the Body

2019 ◽  
Vol 33 (4) ◽  
pp. 629-651 ◽  
Author(s):  
Ann V. Bell
Keyword(s):  
United States ◽  
Gender Identity ◽  
Sense Of Self ◽  
The United States ◽  
The Body ◽  
Social Constraints ◽  
The Subject ◽  
The Relationship ◽  
Do So

Despite establishing the gendered construction of infertility, most research on the subject has not examined how individuals with such reproductive difficulty negotiate their own sense of gender. I explore this gap through 58 interviews with women who are medically infertile and involuntarily childless. In studying how women achieve their gender, I reveal the importance of the body to such construction. For the participants, there is not just a motherhood mandate in the United States, but a fertility mandate—women are not just supposed to mother, they are supposed to procreate. Given this understanding, participants maintain their gender by denying their infertile status. They do so through reliance on essentialist notions, using their bodies as a means of constructing a gendered sense of self. Using the tenets of transgender theory, this study not only informs our understanding of infertility, but also our broader understanding of the relationship between gender, identity, and the body, exposing how individuals negotiate their gender through physical as well as institutional and social constraints.

scholarly journals Luchas de auto-afirmación disciplinar en la universidad francesa de la Tercera República: el debate Simiand-Seignobos

2020 ◽  
pp. 191
Author(s):  
David J. Domínguez González
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Human Sciences ◽  
Scientific Practices ◽  
Enseñanza Superior ◽  
Siglo Xx ◽  
The Relationship ◽  
Epistemological Aspect

En este artículo revisaremos el clásico debate que enfrentó a Simiand y Seignobos en la primera década del siglo XX. Por lo general, la imagen oficial del asunto retiene sólo el aspecto epistemológico de la disputa. Se recuerda a esta última por la crítica de Simiand a los determinismos implícitos (ídolo político, individual, cronológico) en el método de los historiadores. Lo que se propone, sin embargo, en este texto es un cambio de mirada en la comprensión de esta disputa intelectual. Lejos de agotar el interés en la confrontación sobre las prácticas científicas normales, se procederá a insertar la disputa en el marco de una lucha más amplia que opone dos candidaturas (sociología e historia) a la hegemonía de las ciencias humanas de la universidad francesa. Para ello es preciso analizar qué margen de cobertura institucional detentaba en ese momento la disciplina histórica y la sociología en el marco de la enseñanza superior republicana. Por último, se reflexiona sobre la falta de simetría que caracterizó a la relación entre ambas disciplinas, para concluir que tal disparidad quizá sea la causa del semifracaso del ataque durkheimiano frente a los historiadores. In this article we will review the classic(well-known/traditional) debate faced by Simiand and Seignobos in the first decade of the 20th century. Generally, the epistemological aspect of the dispute is considered the main matter at stake. The debate is usually remembered due to Simiand’s critique on the implicit determinisms (political, individual, chronological idol) in the historians’s method. Nevertheless, the purpose of this article is to suggest a change of look in understanding this intellectual dispute. Far from exhausting the discussion on normal scientific practices’ confrontation, the dispute will be studied within the framework of a broader struggle in which two candidatures (sociology and history) strives for the hegemony of the human sciences of the French university. To that end, it is necessary to analyze which institutional spaces were respectively filled by the historical and by the sociological discipline within the framework of the republican higher education. Finally, we will reflect on the lack of symmetry that characterized the relationship between both disciplines, to conclude that such disparity may be the cause of the semi-failure of the Durkheimian attack against the historians.

scholarly journals empleo de videotutoriales en la era post COVID19: valoración e influencia en la identidad docente del futuro profesional

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Juan Pablo Hernández-Ramos ◽  
Fernando Martínez-Abad ◽  
José Carlos Sánchez-Prieto
Keyword(s):  
Higher Education ◽  
School Year ◽  
Enseñanza Superior ◽  
Aprendizaje Virtual ◽  
Video Tutorials ◽  
The One ◽  
Teaching Learning ◽  
High Level ◽  
Educational Potential ◽  
The Relationship

Debido a la pandemia del COVID19, en el curso 2019-2020 en infinidad de países, se tuvo que suspender la actividad educativa presencial en cualquiera de sus manifestaciones, teniendo los docentes que planificar y desarrollar un nuevo proceso de enseñanza-aprendizaje virtual. Ante esta circunstancia y a tenor de la incertidumbre actual, los recursos tecnológicos se convierten en un aliado para el profesorado, siendo necesaria la difusión de experiencias como la recogida en este estudio: el empleo de videotutoriales en la enseñanza superior.  A partir de un diseño de investigación pre-experimental, tras aplicar un cuestionario electrónico a 240 estudiantes, se analiza la planificación e implementación de videotutoriales para la transmisión de los contenidos teóricos y prácticos en asignaturas de Metodología de Investigación. Las valoraciones realizadas muestran un nivel alto de aceptación del recurso, especialmente para: analizar y reflexionar sobre los contenidos; resolver problemas prácticos y organizar el estudio. Así mismo, queda reflejada la relación entre la percepción de utilidad del videotutorial y la intención de uso futuro. Se concluye el estudio destacando las potencialidades educativas del empleo de videotutoriales en la enseñanza superior a distancia. Due to the COVID19 pandemic, in the 2019-2020 school year in many countries, the classroom activity had to be suspended in any of its manifestations, having the teachers to plan and develop a new process of virtual teaching-learning. In view of this circumstance and in light of the current uncertainty, technological resources become an ally for teachers, making it necessary to disseminate experiences such as the one collected in this study: the use of video tutorials in higher education.  From a pre-experimental research design, after applying an electronic questionnaire to 240 students, the planning and implementation of video tutorials for the transmission of theoretical and practical contents in Research Methodology subjects is analyzed. The assessments made show a high level of acceptance of the resource, especially for: analyzing and reflecting on the contents; solving practical problems and organizing the study. Likewise, the relationship between the perception of the usefulness of the video tutorial and the intention of future use is reflected. The study is concluded by highlighting the educational potential of the use of video tutorials in distance higher education

scholarly journals Disciplinary system of higher education of the capital in the early 20th century: the establishment and activities of the professorial court

2021 ◽  
Vol 5 (1) ◽  
pp. 106-145
Author(s):  
Ekaterina A. Smirnova
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Educational Institution ◽  
Administrative Law ◽  
Academic Life ◽  
Early 20Th Century ◽  
Disciplinary System ◽  
The University ◽  
The Relationship

The article considers government measures to establish professorial disciplinary court at higher education institutions of the capital (the court conducted its work from August 27, 1902 to February 22, 1917), the work of the commission on the development of regulations for this body, and the main normative legal acts to implement it. The article examines the issues of the activity of the professorial disciplinary court and the relationship between the participants of this disciplinary system: students, professors, and the authorities. The students who appeared before the professorial disciplinary court were accused of violation of the norms of administrative law of their educational institution, and in accordance with the university charter and the rules of the university, they had to abide by the decision of the court. Professors were in the same position of dependence: membership in the Council of the educational institution obliged them to assume the role of judges. The article explains why the professorial courts did not have the opportunity to become an autonomous body, why the professors themselves did not want to take on the responsibility of judges, and whether all students were hostile to their work. Analyzing the cases of violations which were considered at that time and concerned the rules and order at a university, the author comes to the conclusion that it was not possible to ensure order and create conditions for the restoration of the proper course of academic life by introducing the system of university disciplinary proceedings. The compromise between the authorities and the students, which should have been facilitated by the existence of the professorial court, was not reached. Resistance from students and professors forced the Ministry of Public Education to reconsider the need for the existence of professorial courts and exclude them from the draft of the new university charter.

HUBUNGAN ANTARA PRESTASI MAHASISWA DAN KEMAMPUAN BERBAHASA INGGRIS DENGAN LAMA STUDI (Studi Kasus pada Wisudawan Universitas Merdeka Pasuruan Tahun Ajaran 2016/2017)

Jurnal Varian ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 70-81
Author(s):  
Dwita Laksmita Rachmawati ◽  
Vita Fibriyani
Keyword(s):  
Higher Education ◽  
Student Achievement ◽  
Foreign Language ◽  
Correlation Coefficient ◽  
Learning Process ◽  
College Graduates ◽  
Pearson Correlation ◽  
Educational Institution ◽  
Study Duration ◽  
The Relationship

Education is the most important thing in a person’s life. Formal education is the learning process held by a particular educational institution, starting from the elementary, secondary, and higher education. To produce well-qualified college graduates, good teaching and learning process is needed. Determination of learning achievement in Higher Education is in the form of score of test results and observation conducted by the lecturer. The competence of college graduates cannot be seen only from the GPA and study duration, but also the ability of foreign language such as English. This study aims to determine the relationship between student achievement and English proficiency with study duration. Sampling techniques is done randomly. Statistical analysis used for this study was Pearson correlation analysis and testing the hypothesis by using Z-test. The result of the analysis indicates that there is a significant relationship statistically between student achievement and graduates’ study duration of Merdeka University Pasuruan that is the correlation coefficient obtained was –0.515. It means that the better (higher) of students’ achievement the faster the length of study will be, and the lower the students’ achievement then the longer the duration of the study period will be. For the relationship between the students’ abilities of foreign language with the duration of study, obtained correlation coefficient of 0.102, but the relationship formed insignificant statistically.

scholarly journals Occupational stress and organisational commitment of employees at higher educational institution

2015 ◽  
Vol 4 (4) ◽  
pp. 740-746
Author(s):  
Simbarashe Zhuwao ◽  
Sam T. Setati ◽  
Molapo P. Rachidi ◽  
Wilfred Isioma Ukpere
Keyword(s):  
Higher Education ◽  
Occupational Stress ◽  
Academic Staff ◽  
Educational Institution ◽  
Education Institution ◽  
Organisational Commitment ◽  
Work Relationship ◽  
Quantitative Design ◽  
The University ◽  
The Relationship

The objective of this study was to determine the relationship between occupational stress and organisational commitment of employees at a higher education institution. A random sample (N=30) was chosen from academic staff within the university. The study used a quantitative design. The Organisational Stress Screening Tool (ASSET) and Allen and Meyer’s Organisational Commitment Tool (OCT) were administered. The study revealed that a statistical significant relationship exists between occupational stress and organizational commitment of employees. The study also showed that academic staff overall experienced average levels of occupational stress and organisational commitment. Job characteristics and work relationship were found to be the major sources of occupation stress. It is recommended that higher education institutions should improve employee participation in decision making to reduce employees’ stress as a result of unmanageable workloads and overload.

scholarly journals Conduta de acadêmicos de uma universidade da região amazônica frente ao bullying*

2012 ◽  
Vol 3 (3) ◽  
pp. 114-118
Author(s):  
Maria Inês Ferreira De Miranda ◽  
Taís Regina Oliveira ◽  
Pedro Di Tárique Barreto ◽  
Maria das Graças Carvalho Ferriani ◽  
Marcuce Antônio Miranda Dos Santos ◽  
...  
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Social Relations ◽  
Enseñanza Superior ◽  
Validated Questionnaire ◽  
The University ◽  
Relationship Of ◽  
The Relationship ◽  
The City ◽  
Porto Velho

O estudo objetivou investigar os casos de violência nas relações dos acadêmicos a fim de conhecer a prevalência de bullying dentro da Universidade Federal de Rondônia-Campus Porto Velho. Tratou-se de um estudo quantitativo no qual foi efetuado um inquérito epidemiológico que consistiu em um delineamento de pesquisa que possibilitou conhecer as vivências de violência apresentadas pelos alunos de ensino superior da cidade em evidência. Para coleta de dados foi utilizado um questionário validado que foi aplicado durante visitas à Universidade, com alunos dos diversos cursos selecionados pela amostra quantitativa. Foram realizadas 456 entrevistas. Os resultados comprovaram que as manifestações de bullying ocorrem, principalmente, nas salas de aula (6,1%). Também foi observado que 32% afirmaram já ter passado por uma situação que considerou humilhante ou constrangedora por parte dos docentes. Mediante aos achados desta pesquisa foi possível afirmar que as manifestações de bullying estão presentes nas relações sociais da universidade.Descritores: Violência, Bullying, Ensino Superior.Behavior of students in a university of the amazon region faced with bullyingThis study aimed to investigate cases of violence in the relationship of academics to ascertain the prevalence of bullying within the Federal University of Rondônia, Porto Velho Campus. This was a quantitative study in which it was conducted a survey that consisted of a research design that helped us to understand the experiences of violence presented by the students of higher education from the city highlighted. For data collection we used a validated questionnaire that was applied during visits to the University with students from various courses selected by the sample quantity. 456 interviews were performed. Results showed that the manifestations of bullying occur mostly in the classroom (6,1%). It was also observed that 32% said they had experienced a situation considered humiliating or embarrassing by teachers. Upon the findings of this research it was possible to affirm that the manifestations of bullying are present in social relations of the university.Descriptors: Violence, Bullying, Higher Education.Conducta de estudiantes de la universidad de la amazonía frente a bullyingEl estudio tiene por objetivo investigar los casos de violencia en la relación de los académicos para conocer la prevalencia del maltrato entre iguales en la Universidad Federal de Rondónia- Campus, Puerto Viejo. Se trata de un estudio cuantitativo en que fue realizado un plan de investigación que ayudó a comprender las experiencias de violencia presentados por los estudiantes de educación superior de la ciudad en evidencia. Para la recogida de datos se utilizó un cuestionario validado que se aplicó durante las visitas a la Universidad, con estudiantes de diferentes cursos seleccionados por la cantidad muestra cuantitativa.456 entrevistas fueron realizadas. Los resultados mostraron que las manifestaciones de bullying se producen principalmente en las clases (6,1%). También se observó que el 32% dijeron que habían experimentado una situación que él consideraba humillante o embarazoso por parte de los docentes. Tras los resultados de esta investigación fue posible afirmar que las manifestaciones de bullying están presentes en las relaciones sociales de la universidad.Descriptores: Violencia, Bullying, Enseñanza Superior.

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