scholarly journals RISCO E DESASTRE: TEMAS OMITIDOS NAS DIRETRIZES CURRICULARES NACIONAIS PARA O ENSINO SUPERIOR DO BRASIL RISK AND DISASTER: TOPICS IN THE NATIONAL CURRICULUM GUIDELINES FOR HIGHER EDUCATION IN BRAZIL RIESGO Y DESASTRE: TEMAS OMITIDOS EN LAS DIRECTRICES CU

2018 ◽  
Vol 12 (01) ◽  
pp. 1-14
Author(s):  
WILDMA MESQUITA SILVA ◽  
HARUF SALMEN SPÍNDOLA ◽  
RENATA BERNARDES FARIAS CAMPOS
Keyword(s):  
Higher Education ◽  
National Curriculum ◽  
Curriculum Guidelines ◽  
Education In Brazil

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. 

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.

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.

Assessment in Music Classes in China

2019 ◽  
pp. 338-357
Author(s):  
Dennis Ping-Cheng Wang
Keyword(s):  
Music Education ◽  
National Curriculum ◽  
National Standards ◽  
Historical Background ◽  
Policy And Practice ◽  
Education Assessment ◽  
Music Assessment ◽  
Chinese Music ◽  
Curriculum Guidelines ◽  
Valid Assessment

This chapter outlines the historical background and current development of music education assessment in China. Following the revision of the national curriculum guidelines in 2011, the chapter analyzes (1) the value of the national standards at different school levels, (2) how the national standards affect teachers and schools, and (3) how much the teachers read/follow the guidelines in China. This chapter investigates and examines how assessment policy and practice are used in Chinese music classrooms from elementary, middle, and high schools. Furthermore, it discusses how local music teachers assess their music students and the effectiveness of the national curriculum guidelines used in music classes. The author determines that the current practice of music assessment at all school levels in China is too basic and not diversified. Designing a valid assessment that allows students at all levels to demonstrate their learning outcomes seems to be necessary for music education in China.

Multicultural Challenges in Educational Policies within a Non-Conservative Scenario: The Case of the Emerging Reforms in Higher Education in Brazil

2005 ◽  
Vol 3 (4) ◽  
pp. 327-339 ◽  
Author(s):  
Ana Canen
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Educational Reform ◽  
Educational Policies ◽  
Political Agenda ◽  
Education In Brazil

The article discusses the extent to which multiculturalism has had an impact in the emerging reforms in higher education in Brazil, against the backdrop of the rise of a new non-Conservative, Labour-oriented government whose political agenda is marked by a discursive stand against conservatism, neo-liberalism and neocolonialism. Building on a postcolonial critical multicultural approach and on the need to include ideology in discussions concerning educational reform, it argues that educational policies should work towards valuing cultural diversity and challenging discriminatory practices without falling into dichotomies that freeze subject and institutional identities and fail to consider their mobility, hybridization and contingency. It then proposes alternative perspectives to consider future policies in education that take multiculturalism on board in a transformational perspective.

Strategies to promote sustainability in higher education institutions

2017 ◽  
Vol 18 (7) ◽  
pp. 1018-1038 ◽  
Author(s):  
Issa Ibrahim Berchin ◽  
Vanessa dos Santos Grando ◽  
Gabriela Almeida Marcon ◽  
Louise Corseuil ◽  
José Baltazar Salgueirinho Osório de Andrade Guerra
Keyword(s):  
Higher Education ◽  
Scientific Literature ◽  
Higher Education Institutions ◽  
Public Institution ◽  
Content Type ◽  
Federal Institute ◽  
Sustainability In Higher Education ◽  
Education Science ◽  
Education In Brazil

Purpose This paper aims to analyze strategies that promote sustainability in higher education institutions (HEIs), focusing on the case study of a federal institute of higher education in Brazil. Design/methodology/approach The research was based on a scientific literature review on sustainability in HEIs, to identify the recurrent actions for sustainability in these institutions; and a case study of a federal institute of higher education in Brazil, to illustrate how these actions are being implemented by HEIs. Findings Concerns about sustainability, prompted by the Brazilian federal legislature, led federal HEI to change its internal processes, infrastructure and organizational culture toward sustainability. Practical implications The findings presented in this study, more specifically the sustainability plan of the Federal Institute for Education, Science and Technology of Santa Catarina, aligned with the recommendations proposed, can be used and replicated in other HEIs. Originality/value Scientific literature about organizational changes led by sustainability concerns, in HEIs specifically, still needs more attention in the academia. By addressing the case of a Brazilian public institution of higher education, this paper contributes to the literature on sustainability in higher education by reporting the process of implementation of a sustainability plan.

Body and health in the training of health professionals: a mapping of scientific production

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Márcia Cristina Rocha Paranhos ◽  
Lívia De Rezende Cardoso
Keyword(s):  
Health Professionals ◽  
Professional Training ◽  
State Of The Art ◽  
National Curriculum ◽  
Health Curriculum ◽  
Academic Production ◽  
Unified Health System ◽  
Curriculum Guidelines ◽  
Theses And Dissertations ◽  
And Training

This article builds a mapping in order to analyze the theses and dissertations about body, health, curriculum and training of health professionals. For this, theses and dissertations were mapped in the period from 2010 to 2020 through a state-of-the-art study. The composition of the data is given by the presentation and discussion of the listed texts. As for research, these concern the production of bodies based on biotechnological discourses; professional training in health; others point to the curricula of health courses after the National Curriculum Guidelines (DCN); the performance of health professionals in relation to the Unified Health System (SUS); teaching strategies for health training; corporeidity in the curricula, especially in the curricula of the Physical Education course; the anatomoclinical body and educational health practices. In this perspective, some contributions, limits and possibilities of this academic production were observed.

scholarly journals Private Higher Education in Brazil: Fueling Economic Growth

2017 ◽  
pp. 24
Author(s):  
José Janguiê Bezerra ◽  
Celso Niskier ◽  
Lioudmila Batourina
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Social Inclusion ◽  
Private Higher Education ◽  
National Education ◽  
Alternative Funding ◽  
Working Together ◽  
Funding Mechanisms ◽  
The Government ◽  
Education In Brazil

The Brazilian private education sector is one of the largest in the world. Today there are more than 6 million students enrolled in private higher education institutions, which represents more than 75 percent of all university students. Brazilian higher education started expanding in 1996, when the government, according to the National Education Plan, introduced a fund allowing young people to take up students loans. From 1996 to 2010, the government took a number of actions, addressing the problem of social inclusion and supplying the country with educated, middle class workers. The Brazilian Association of Private Universities (ABMES—Associação Brasileira de Mantenedoras de Ensino Superior) is pushing the government to keep investing in the scholarships in spite of the economic crisis, and working together on finding alternative funding mechanisms to provide society with access opportunities to higher education, and to sustain economic growth.

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