scholarly journals Can philosophy be incorporated in Caxias? and the voices of children from the periphery

2019 ◽  
Vol 10 (23) ◽  
pp. 19-37 ◽  
Author(s):  
Vanise Cássia Araújo Dutra Gomes
Keyword(s):  
Public School ◽  
Rio De Janeiro ◽  
State University ◽  
Master's Program ◽  
The Public ◽  
Philosophical Project ◽  
The University

This text reflects on questions arising from the displacements associated with a philosophical project entitled Can philosophy be incorporated in Caxias? The public school bets on thinking, which is carried out with children from a public school located on a periphery in Brazil. This is a university extension project implemented by State University of Rio de Janeiro [UERJ in its Portuguese acronym]. It is coordinated by the Philosophy and Children Studies Group from the master’s program in Education at UERJ and it is developed in Municipal School Joaquim da Silva Peçanha in the municipality of Duque de Caxias in Rio de Janeiro; my workplace. We will try to make a brief foray into living this enigmatic exercise in a territory where the intention is to think about philosophy outside the university walls; a peripheral place where philosophy seems to have always been missing. However, when present, it affirms students’ and teachers’ strong, unique, and different voices as well as their thoughts on children in a Brazilian public school.

scholarly journals CONVERSAS ENTRE A UNIVERSIDADE E A ESCOLA PÚBLICA: ENCONTRO COM EGRESSOS, MESTRANDOS E PROFESSORES DO PROFLETRAS FFP/UERJ / Talks between the University and the public school: meeting with PROFLETRAS FFP/UERJ’s graduates, master’s students and teachers

2019 ◽  
Author(s):  
Andréa Rodrigues ◽  
Marcia Lisbôa Costa de Oliveira
Keyword(s):  
Public School ◽  
Rio De Janeiro ◽  
Master's Students ◽  
The Public ◽  
The University

Resenha sobre o II Encontro de Egressos do PROFLETRAS FFP/UERJ e o I Simpósio do PROFLETRAS FFP/UERJ, que aconteceram paralelamente em 25 de junho de 2019 na Faculdade de Formação de Professores da Universidade do Estado do Rio de Janeiro.

scholarly journals To philosophize by dreaming, to dream by philosophizing: an encounter of children

2019 ◽  
Vol 10 (23) ◽  
pp. 61-75
Author(s):  
Edna Olimpia da Cunha ◽  
Waldênia Leão de Carvalho
Keyword(s):  
Young People ◽  
Continuing Education ◽  
Rio De Janeiro ◽  
Public Institutions ◽  
State University ◽  
Joint Work ◽  
The Public ◽  
Project Participants ◽  
Philosophical Project ◽  
The Relationship

This text is inspired by the joint work of two public institutions: State University of Rio de Janeiro and Municipal School Joaquim da Silva Peçanha, located on the outskirts of the State of Rio de Janeiro, through the continuing education and research project entitled Can philosophy be incorporated in Caxias? The public school bets on thinking. The project was initially intended to be developed only in courses for children but then it was expanded to courses for young people and adults. We address the possible relation between the establishment and the expansion of the philosophical project and children’s affirmation power as a breakthrough and novelty. In other words, we seek to study what childhood can be, not only for children but for people of all ages. How can the relationship between children, philosophizing, thinking, and dreaming be addressed? Often, we the project participants are surprised by the curiosity stimulated by sharing and telling our stories. We will aim to recover remarkable experiences in order to analyze the power of philosophy in overcoming boundaries, becoming childish, inviting to dream, and transforming lives.

INHERITING THE WIND: A PERSONAL VIEW OF THE CURRENT CRISIS IN THEATRE HIGHER EDUCATION IN NEW YORK

2011 ◽  
Vol 52 (1) ◽  
pp. 117-123 ◽  
Author(s):  
Marvin Carlson
Keyword(s):  
New York ◽  
New York State ◽  
Central Position ◽  
State University ◽  
Personal View ◽  
Current Crisis ◽  
American Theatre ◽  
Cornell University ◽  
The Public ◽  
The University

It is no secret, unhappily, that the study of theatre in the colleges and universities of this country is a discipline under siege, but the severity of the problems received strong confirmation in New York State this fall when two of the most distinguished and long-established (over a century in both cases) programs in the country were, with little warning, faced with draconian cuts or outright extinction. The fact that one, the state University of Albany, was the flagship school of the public system, and the other, Cornell University, was one of the state's most distinguished private institutions, suggests the scope and impact of these actions. At Albany, four other programs are being terminated along with theatre—Classics, Russian, Spanish, and French—while at Cornell the extent of the severe cuts imposed on the theatre program—almost a quarter of the total budget of the department (which also shelters dance and film)—are being suffered by no other program in the university. The prominence of these two schools in a state that has long claimed a central position in American theatre makes them particularly significant symbolically of a discipline in crisis, and this has impelled me to engage in serious and sometimes painful reflections on that discipline, the basis of the present essay.

scholarly journals Resource Exchange: A Case Study

1982 ◽  
Vol 1 (2) ◽  
pp. 55-63 ◽  
Author(s):  
Geoffrey Nelson ◽  
Edward M. Bennett ◽  
James Dudeck ◽  
Richard V. Mason
Keyword(s):  
Public School ◽  
School Board ◽  
Service Organizations ◽  
Resource Exchange ◽  
The Public ◽  
Exchange Program ◽  
The University ◽  
Training Opportunities ◽  
And Training

This paper describes a resource exchange program between two human service organizations: a public school board and a university. This case study illustrates the utility of the concept of resource exchange as a response to pressures for the effective management of limited human resources. With an emphasis on mutual goals, needs, and strengths, the resource exchange program expanded resources available to both organizations. For the public school board, new services in the form of primary, secondary, and tertiary prevention programs were developed. For the university, research and training opportunities were created. Finally, the fragmentation between and within the organizations was reduced in correspondence with their increased mutual interdependence.

scholarly journals O "aluno da escola pública": o que dizem as professoras

2019 ◽  
Vol 87 (217) ◽  
Author(s):  
Alda Mazzotti
Keyword(s):  
Elementary School ◽  
Public School ◽  
Elementary School Teachers ◽  
Rio De Janeiro ◽  
Social Representations ◽  
School Failure ◽  
Structural Approach ◽  
School Teachers ◽  
Public Elementary School ◽  
The Public

Apresenta resultados de uma pesquisa que investigou as representações de “aluno da escola pública” construídas por professores da rede pública de ensino fundamental do Rio de Janeiro. Utilizando a abordagem estrutural de Abric, concluiu-se que o núcleo da representação é constituído pelos elementos pobre e aprende a “se virar” sozinho. Cotejando-se estes resultados com os obtidos nas etapas anteriores da pesquisa, observa-se que, para os professores, o aluno tem que aprender a “se virar” sozinho porque é pobre e a pobreza implicaria desagregação familiar e luta pela sobrevivência, impedindo os pais de oferecerem aos filhos a atenção de que necessitam. Dadas todas estas características, esse aluno representaria um desafio para os professores, desafio este que eles se sentem impotentes para enfrentar. Palavras-chave: representações sociais; aluno da escola pública; família e escola; fracasso escolar. Abstract The article presents a research that investigated the representations of the “public school student” constructed by public elementary school teachers of Rio de Janeiro. Using the structural approach proposed by Abric, one concluded that the nucleus of the representation is constituted by the elements poor and learns to make it on his own. Comparing these results with those obtained in the previous steps of the research, it can be observed that, to the teachers, the student has to learn to make it on his own because he is poor and poverty would imply family desegregation and struggle for survival, preventing the parents from providing their children with the attention they need. Given all those characteristics, this student would represent a challenge to the teachers, but this is a challenge they feel they are impotent to cope with. Keywords: social representations; public school student; family and school; school failure.

scholarly journals A EDUCAÇÃO PRODUTIVA E A PRODUTIVIDADE DA EDUCAÇÃO: consequências do produtivismo acadêmico

Revista Foco ◽  
2017 ◽  
Vol 10 (2) ◽  
pp. 188
Author(s):  
Renner Coelho Messias Alves ◽  
Victor Miranda de Oliveira ◽  
Loreane Da Silva Francisco
Keyword(s):  
Rio De Janeiro ◽  
Graduate Programs ◽  
University Education ◽  
Educational Context ◽  
Master's Program ◽  
Review Of The Literature ◽  
Emancipatory Education ◽  
Academic Field ◽  
Using Data ◽  
The University

Entende-se que na atual conjuntura o produtivismo acadêmico distancia a educação universitária do seu objeto original. Assim, crescentemente, o aumento das publicações de trabalhos acadêmicos não reflete um aumento da capacidade emancipatória dos atores envolvidos no contexto educacional, principalmente nos discentes de programas de pós-graduação. Diante disso, este artigo busca contrapor a educação produtiva e emancipatória ao produtivismo da educação implementado no ensino superior brasileiro. A relevância desta pesquisa consiste na proposta de reflexão sobre alterações de regras relacionadas ao campo acadêmico. Metodologicamente, a investigação ocorreu no fim do primeiro semestre de 2016. Além disso, utiliza-se neste artigo a revisão da literatura sobre o fenômeno aqui tratado, com consultas aos dados da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Também se faz um levantamento quantitativo da publicação de artigos na última década em três revistas brasileiras e, por fim, uma entrevista com um coordenador de um programa de mestrado em administração no Estado do Rio de Janeiro. Ao concluir, acredita-se que a essência da educação se perde frente ao atual sistema produtivista. Nowadays, the academic productivism dare the university education of its original spirit object. So, the raise in publishing academic work does not reflect an increase of emancipatory capacity of the actors involved in the educational context, even though in students of graduate programs. Thus, this article seeks to counter productive and emancipatory education to the education based on productivism, implemented in Brazilian higher education in the last years. The relevance of this research consists in a proposal of reflection on the change of rules related to the academic field. Methodologically, a survey was carried out at the end of the first half of 2016. In addition, a review of the literature on the phenomenon discussed here is used in this article, using data from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Also made a quantitative survey of the publication of articles in the last decade in three Brazilian journals and, finally, an interview with a coordinator of a master's program in administration in the State of Rio de Janeiro. At the end, it is believed that the essence of emancipatory education is damaged against the current productivist system.

scholarly journals Design, Strategy, and Collaboration: a System an Alternative for Reusing Waste From the Bespoke Furniture Sector

2019 ◽  
Vol 5 (1) ◽  
pp. 24-36
Author(s):  
Viviane G. A. NUNES ◽  
Júlia S. ABRÃO
Keyword(s):  
Public School ◽  
Social Innovation ◽  
Research Process ◽  
The Public ◽  
Design Concepts ◽  
Value Perception ◽  
Strategic Design ◽  
Custom Made ◽  
Innovation Practices ◽  
The University

This work describes the proposal of a collaborative inter-organizational network involving different actors operating as a group. The aim was to reuse the waste generated by the custom-made furniture sector, which is very relevant in Brazil. The presented scenario is the city of Uberlandia/MG/Brazil, a medium-sized city, which produces about 30.000m3/year of furniture production waste. The proposed collaborative network involves a furniture micro-enterprise, a primary public school, and a federal University, with the coordination of the last one, linked by design concepts. The theoretical references are based on the building of inter-organizational collaborative networks, Strategic Design, and Design for Social Innovation and Sustainability. The research methodology was based on an action-research process, and the methods were divided into a literature review, case studies, data collection and the development of new and small products. The obtained results are related to the value perception of collaboration among actors and the importance of continuous social innovation practices but also of technological ones. This confirms the feasibility of absorption of new practices into the daily operations both in the microenterprise and the public school as well within the university, as a way of increasing the positive impacts coming from these initiatives and a chance of scaling up the project.

Sign in / Sign up

Export Citation Format

Share Document