scholarly journals LA ORIENTACIÓN EDUCATIVA EN LA PROVINCIA DE MENDOZA, REPÚBLICA ARGENTINA. MODELOS HISTÓRICOS Y PERSPECTIVAS ACTUALES

2016 ◽  
Vol 1 (4) ◽  
pp. 85
Author(s):  
Gabriela Inés González ◽  
María Sol Couto ◽  
Viviana Navarta
Keyword(s):  
Academic Career ◽  
Right To Education ◽  
Documentary Sources ◽  
Palabras Clave ◽  
Tutorial System ◽  
Public Middle School ◽  
Private And Public ◽  
History Of ◽  
Educational Guidance ◽  
The Right

La Orientación Educativa se fue configurando en la provincia de Mendoza, Argentina a partir de diversos modelos en función de los distintos niveles y jurisdicciones. Así podemos decir que las universidades y sus facultades se fueron consolidando desde una mirada respondiente a problemáticas puntuales y contextuales, mientras que la escuela media, tanto de dependencia estatal como privada, fue adquiriendo diversos modelos según políticas vigentes, recursos económicos o profesionales a cargo. Nuestra intención en  esta investigación  ha sido, recoger  la historia  de los  modelos  de  la orientación educativa desde fuentes documentales y entrevistas a quienes fundaron los distintos Servicios de Orientación. Resulta un trabajo interesante por cuanto permite contrastar las perspectivas que se trabajan en la actualidad, ayudando a definir roles, funciones, condiciones laborales y estrategias de trabajo con fundamento teórico. Se espera definir un modelo propio de orientación, que no pretende ser replicado en todo ámbito, sino proponer formas de abordar el trabajo de la orientación para garantizar el derecho a la educación, atendiendo a las trayectorias académicas de todos los estudiantes. PALABRAS CLAVE: Orientación Pedagógica; Servicio de Orientación; Sistema Tutorial. ABSTRACT  Educational guidance emerged in Mendoza, Argentina following the diverse models in the different levels and jurisdictions. In this way, we can say that university and their schools have become established trying to solve the specific predicaments in their different contexts. On the other hand, private  and public middle school acquired different models according to official policies, economical resources available or people in charge. Our intention for this research paper has been to trace the history of the educational  orientation  models  taking  into  account  documentary  sources  and interviews to the founders of the various Orientation Services. It is an interesting work since it allows us to contrast the diverse perspectives currently adopted. This helps us define roles, functions, working conditions and working strategies with theoretical grounds. The aim is to define a singular orientation model which is not intended to be copied in every area, but to suggest different ways to approach the work in orientation. In this way, the right to education would be guaranteed attending to every student academic career. KEYWORDS: Educational Guidance; Guidance Service; Tutorial System.

The right to education of Roma children in Romania: European policies and Romanian practices

2011 ◽  
Vol 19 (3) ◽  
pp. 501-522 ◽  
Author(s):  
Florin Moisa ◽  
Maria Roth
Keyword(s):  
International Education ◽  
Special Focus ◽  
Right To Education ◽  
Policy Responses ◽  
Current State ◽  
School Participation ◽  
Education Status ◽  
Region Data ◽  
History Of ◽  
The Right

AbstractAfter a long history of living in Europe, latterly in democracies governed with reference to human, and children's, rights, Roma children still have a very low education status and very low school participation rates. The aims of this article are to review the current state of participation of Roma children in education in European countries, with a special focus on Romania, and to discuss some issues about how the right to education is, or is not, respected in the region. Data accumulated in the last decade are revisited and educational policies are analyzed. Particular attention is given to issues of segregation in education, scrutinized through the lens of Romanian and international education practices. The article recommends a number of policy responses, including the value of added cash transfers, as well as action to ensure quality standards in all education settings frequented by Roma children.

scholarly journals The Khrinnytski Szlachta Family in Private and Public Life of Early Modern Volhynia. The Line of Mykhailo Svatkovych Khrinnytski

2021 ◽  
pp. 66-88
Author(s):  
Iryna Voronchuk
Keyword(s):  
Public Life ◽  
17Th Century ◽  
Family Structures ◽  
Documentary Sources ◽  
The Family ◽  
The Status ◽  
Private And Public ◽  
History Of ◽  
Family Connections ◽  
Land Holdings

The article elucidates the history of the Khrinnytski szlachta family, which during the 16th – first half of the 17th century gradually ascended from the ranks of petty and nameless Volhynian szlachta to the status of the most influential families that played an important role in the political, military and public life of the Volhynian society. A historiographical review of the works of Polish genealogists, who include Ukrainian szlahcta to the Polish nobility, demonstrates scarcity of information on this family and some inaccuracies, which documentary sources have allowed to correct.On the basis of documents, the first cohorts of the clan are singled out and matrimonial ties and individual family structures are re-establsihed. The occupations of individual members of the family who held important offices in local administration of that time are identified. It is ascertained that the rise of the entire Khrinnytski House among the Volhynian szlachta began with Mykhailo Svatkovych, who, owning to his advantageous matrimonial ties, formed family connections with such powerful Volhynian families as the Semashkis and Rusyn Berestetskis, who by that time were already holding important land offices. Ivan Mykhailovych, the son of Mykhailo Svatkovych, gained some considerable influence among the szlachta: for almost 46 years he, at first, held the office of a Lutsk under-judge and then of a Lutsk judge. Public activities of the members of the family are analyzed, especially their participation in the socio-religious struggle, which was related to those significant changes that took place in the Commonwealth and particulary in Volhynia. The participation of the Khrinnitskis in the struggle against the introduction of the Brest Union and their partaking in the establishment of fraternities and military expeditions are revealed and presented.The property status of the family during the 16th – first half of the 17th century is analyzed. On the basis of documents, it is proved that members of the family, holding important land offices, started to become rich and actively acquired estates. Profitable marriages with representatives of princely and magnate families also brought them big land holdings. All that contributed to the transition of the family from petty szlachta to a group of a few powerful magnate families.

scholarly journals Possibilidades para o fazer docente junto ao aprendiz cego em aulas de Química: uma interface com a história da Tabela Periódica

2018 ◽  
Vol 18 ◽  
pp. 181-199
Author(s):  
Jomara Mendes Fernandes ◽  
Sandra Franco-Patrocínio ◽  
Ivoni Freitas-Reis
Keyword(s):  
History Of Science ◽  
Periodic Table ◽  
Chemical Elements ◽  
Visual Impairments ◽  
Teaching Methodology ◽  
Right To Education ◽  
Disabled Students ◽  
History Of Chemistry ◽  
History Of ◽  
The Right

ResumoAtualmente, pensar no acesso do aluno com deficiência em sala de aula se faz essencial uma vez que todos têm o direito à educação e de estar presente de forma real na sociedade. Falando especialmente do aluno cego, este requer uma metodologia de ensino condizente com suas limitações e que valorize sua potencialidade. Assim, o objetivo desse trabalho é divulgar a experiência da confecção de uma Tabela Periódica adaptada para o Braille e que foi trabalhada em aulas de química junto a dois estudantes cegos, valorizando a história da descoberta dos elementos químicos e de sua organização até a Tabela atual. A partir dos resultados advindos dessa experiência ressaltamos que os alunos com deficiência visual necessitam de recursos didáticos e adaptações curriculares específicos para que possam participar ativamente da construção de sua aprendizagem e, para tanto, as abordagens da História da Ciência se mostram essenciais nesse processo.Palavras-chave: Inclusão; cegos; história da química.AbstractCurrently, thinking about disabled students' access to the classroom is essential since everyone has the right to education and to be present in society. Especially about the blind student, this requires a teaching methodology that is consistent with its limitations and that values its potentiality. Thus, the objective of this work is to divulge the experience of producing a Periodic Table adapted for Braille and that was used in chemistry classes with two blind students, valuing the history of the discovery of the chemical elements and of their organization up to the current Table. Based on the results of this experience, we emphasize that students with visual impairments need didactic resources and specific curricular adaptations so that they can participate actively in the construction of their learning and for this, the approaches of the History of Science are essential in this process.Keywords : Inclusive; blind; history of chemistry.

scholarly journals Education in the Constituent of Minas Gerais (Brazil) – 1947 / A Educação na Constituinte do Estado de Minas Gerais (Brasil) - 1947

2018 ◽  
Vol 17 (3) ◽  
pp. 734
Author(s):  
Carlos Roberto Jamil Cury
Keyword(s):  
Minas Gerais ◽  
Right To Education ◽  
National Education ◽  
Palabras Clave ◽  
The Right ◽  
Education Process

Este texto visa verificar o processo de tramitação do direito à educação na Constituinte do Estado de Minas Gerais - Brasil no ano de 1947. O Brasil, país federativo, atribuía aos Estados o respeito às diretrizes e bases da educação nacional e a capacidade de desenvolvimento de seus sistemas de ensino em suas Constituições. Ao mesmo tempo, a Constituição determinava que os Estados deveriam elaborar suas Constituições devido à sua autonomia e à descentralização de competências no campo da educação. Este estudo se insere dentro de pesquisas e estudos interessados na relação entre processos parlamentares e educação. O estudo das fontes evidenciou que a Constituinte Mineira de 1947 se desincumbiu do dever posto na Constituição Federal. Busca-se tanto apontar o texto final como o processo que o constituiu. As fontes documentais foram a matéria-prima de consulta nos Anais da Assembleia Constituinte na biblioteca e arquivos da Assembleia Legislativa Estadual de Minas Gerais e no Arquivo Público Mineiro. Bibliotecas de universidades e do setor público também foram investigadas. O capítulo próprio da educação  ganharia um desenho mais detalhado por meio de leis infraconstitucionais.Palavras-chave: Constituinte e educação; Educação e Constituinte Mineira; Direito à Educação e Processo Constituinte AbstractThis study intends to verify the right to education process in the Constituent of Minas Gerais - Brazil in the year of 1947. Brazil, a federation, atributes to the States - members the respect to the guidelines and bases of the national education and the capacity of development of their teaching´s systems in their Constitutions. At the same time, the Major Law determined tha the States - members should elaborate their Constitutions due to its autonomy and decentralization in the field of education. This article is a continuity of others researches that study the relation between constituent process and education. The search sources were the original documents of the Constituent in the Library and in the Archives of the Minas Gerais Assembly. There was inquiry the Minas Gerais Public Archive and also in the libraries of the universities. The chapter on education would be more would be more detailed in the ordinary laws.Keywords:Constituent and education; Education and Minas Gerais´ Constituent; The Right of Education and Constituent process. ResumenEste texto pretende traer al conocimiento el processo del derecho a la educación en la Constituyente de Minas Gerais - Brasil en el año de 1947. Brasil, una federación, tiene reglas generales validas para todos los Estados- miembros. Las Directrices y Bases de la Educación Nacional constituyen una de estas normas. Al lado de esto, los Estados tienen la capacidad de desarollo de sus sistemas educativos. También pueden  elaborar sus Constituciones debido a su autonomia y descentralización en el campo de la educación. Este artículo es una continuidad de otras investigaciones que estudian la relación entre processos constituyentes y educación. La búsqueda de fuentes  se dio en los documentos originales constantes en la Biblioteca de la Assemblea del Estado de Minas Gerais y también en lo Archivo Publico y en las bibliotecas universitarias. El capítulo de la educación sería más detallado en las leyes ordinarias. Palabras clave: Constituyente y Educación; Educación y Constituyente de Minas Gerais; Educación y Processo Constituyente.

scholarly journals Poder local e EJA: suas relações com as políticas públicas em São João de Meriti

2021 ◽  
Vol 14 (3) ◽  
pp. 628
Author(s):  
Marcos Vinicius Reis Fernandes ◽  
Marcia Soares de Alvarenga
Keyword(s):  
Basic Education ◽  
Public Policies ◽  
Local Power ◽  
Palabras Clave ◽  
History Of ◽  
Dialectical Relationship ◽  
Constitutional Right ◽  
The Right ◽  
The Relationship ◽  
The City

Este artigo buscou analisar as relações entre poder local e EJA junto as políticas públicas no município de São João de Meriti/RJ. Percebeu-se a prática história de violação de direitos e de manutenção da relação estado-sociedade baseada no clientelismo, em que é negado o direito à cidade, onde se inscreve o direito à educação. No tocante à EJA verificou-se que a modalidade cumpre um papel potencial na garantia do direito constitucional à educação básica e que há uma relação orgânica e dialética entre o poder local hegemônico do território e a produção da desigualdade social através das políticas públicas elencadas.Palavras-chave: Poder local; EJA; São João de Meriti.Local power and EJA: its relationships with public policies in São João de MeritiABSTRACTThis article sought to analyze the relationship between local power and EJA along with public policies in the municipality of São João de Meriti/RJ. It was noticed the practical history of violation of rights and maintenance of the state-society relationship based on clientelism, in which the full right to the city, where the right to education is inscribed. With regard to EJA, it was found that the modality plays a potential role in guaranteeing the constitutional right to basic education and that there is an organic and dialectical relationship between the local hegemonic power of the territory and the production of social inequality through the listed public policies.Keywords: Local power; EJA; São João de Meriti.El poder local y EJA: sus relaciones com las políticas públicas em São João de MeritiRESUMENEste artículo buscó analizar la relación entre el poder local y EJA junto con las políticas públicas en el municipio de São João de Meriti/RJ. Se notó la historia práctica de vulneración de derechos y mantenimiento de la relación Estado-sociedad basada en el clientelismo, en la que se niega el pleno derecho a la ciudad, donde se inscribe el derecho a la educación. Con respecto a EJA, se encontró que la modalidad juega un papel potencial en la garantía del derecho constitucional a la educación básica y que existe una relación orgánica y dialéctica entre el poder hegemónico local del territorio y la producción de desigualdad social a través de la ciudadanía catalogada. políticas.  Palabras clave: Poder local; EJA; São João de Meriti.

scholarly journals A influência da concepção crítco-libertadora sobre o direito à EJA: paradigmas em disputas

2021 ◽  
Vol 14 (3) ◽  
pp. 674
Author(s):  
Adriana Pereira da Silva
Keyword(s):  
Political Action ◽  
Popular Education ◽  
Right To Education ◽  
Palabras Clave ◽  
Human Ethics ◽  
Critical Spectrum ◽  
Investigación Cualitativa ◽  
Educational Paradigm ◽  
The Right ◽  
Educational Paradigms

O artigo objetiva evidenciar a influência da concepção crítico-libertadora e seus fundamentos sobre o direito à EJA, é observada na ação política da Educação Popular, tratada como um paradigma educacional, reconhecido como um conjunto, de ideias e propostas, que disputam um formato de direito à EJA. O estudo está fundamentado em dois autores de espectro critico: Freire (1986, 2006, 2010) por meio das categorias “politicidade”, “ser mais”, “conscientização” e em Dussel (2007) na abordagem da “ética humana”. A pesquisa filia-se a uma investigação qualitativa, estruturada em um estudo de caráter bibliográfico e de documentos que permite evidenciar as categorias citadas e compreendê-las numa experiência. Os resultados da pesquisa levaram a concluir que o direito à EJA pode ser influenciado pela concepção critico-libertadora, a qual se concretiza em paradigmas educacionais, os quais marcam um compromisso do Estado com o direito à educação, sob a ética humana que demanda respeito as especificidades, diversidades dos sujeitos jovens e adultos da EJA.Palavras-chave: Concepção crítico-libertadora; Direito à EJA; Paradigmas orientadores.The influence of the critical-liberating conception on the right to EJA: paradigms in disputesABSTRACTThe article aims to show the influence of the critical-liberating concept and its foundations on the right to EJA, it is observed in the political action of Popular Education, treated as an educational paradigm, recognized as a set of ideas and proposals that dispute a format of right to EJA. The study is based on two authors of critical spectrum: Freire (1986; 2006; 2010) through the categories “politicity”, “being more”, “awareness” and on Dussel (2007) in the approach of “human ethics”. The research is affiliated to a qualitative investigation, structured in a bibliographic and document study that allows to highlight the mentioned categories and understand them in an experience. The research results led to the conclusion that the right to EJA can be influenced by the critical-liberating conception, which is materialized in educational paradigms, which mark a commitment of the State with the right to education, under the human ethics that demand respect for specificities, diversities of young and adult subjects of EJA.Keywords: Critical-liberating conception; Right to EJA; Guiding paradigms.La influencia de la concepción crítico-liberadora sobre el derecho al EJA: paradigmas en las disputasRESUMENEl artículo pretende mostrar la influencia del concepto crítico-liberador y sus fundamentos sobre el derecho a la EJA, se observa en la acción política de la Educación Popular, tratada como paradigma educativo, reconocida como un conjunto de ideas y propuestas que disputan una formato de derecho a EJA. El estudio se basa en dos autores de espectro crítico: Freire (1986; 2006; 2010) a través de las categorías “politicidad”, “ser más”, “conciencia” y en Dussel (2007) en el enfoque de la “ética humana”. La investigación está adscrita a una investigación cualitativa, estructurada en un estudio bibliográfico y documental que permite resaltar las categorías mencionadas y comprenderlas en una experiencia. Los resultados de la investigación llevaron a la conclusión de que el derecho a la EJA puede verse influido por la concepción crítico-liberadora, que se materializa en paradigmas educativos, que marcan un compromiso del Estado con el derecho a la educación, bajo la ética humana que exige el respeto a la educación. especificidades, diversidades de sujetos jóvenes y adultos de EJA.  Palabras clave: Concepción crítico-liberadora; Derecho a EJA; Paradigmas rectores.

scholarly journals We Shall Fight, We Shall Win: An Activist History of Mass Education in India

2018 ◽  
Vol 22 (2) ◽  
Author(s):  
Nisha Thapliyal
Keyword(s):  
Public Education ◽  
Historical Knowledge ◽  
Right To Education ◽  
The Past ◽  
Common School ◽  
Education In India ◽  
History Of ◽  
The Right ◽  
Education And Development ◽  
Rare Opportunity

Social movements for public education challenge neoliberal claims that there is no alternative to the market—to the inevitability of the privatisation of education. This article analyses the ways in which education activists in India deploy critical histories in their struggles for a public and common school system. It is empirically grounded in a critical analysis of a 2016 activist documentary film called We Shall Fight, We Shall Win. The film was produced by a grassroots activist coalition called the All India Forum for the Right to Education (AIFRTE) as part of their ongoing struggles against the commercialisation and communalisation of education. The film provides a rare opportunity to explore different kinds of historical knowledge produced in collective struggles for equity and social justice in India. In particular, this analysis examines the ways in which activists link the past and the present to challenge and decentre privatised narratives of education and development. In doing so, this research offers situated insights into the critical histories that inspire, sustain and co-construct one site of ongoing collective struggle for public education in India.

The challenge of Afrikaans language rights in South African education

2018 ◽  
pp. 71-96
Author(s):  
Michael Bishop
Keyword(s):  
South African ◽  
Racial Inequality ◽  
Language Education ◽  
Minority Languages ◽  
International Human Rights Law ◽  
Right To Education ◽  
Minority Community ◽  
History Of ◽  
African Context ◽  
The Right

This chapter explores how the unique South African context affects the way one evaluates the right to own-language education of the White Afrikaans minority. International human rights law affords linguistic minorities the right to education in the language of their choice. However, for one particular minority community, the Afrikaners, the protection of that right is complicated by South Africa's history of racial inequality, particularly in the area of education. As such, the chapter argues that it is not possible to apply the ordinary principles concerning minority languages to Afrikaans. However, that does not mean that Afrikaners are not entitled to some protection for their language. Rather, it requires looking for compromises and innovative solutions that acknowledge both the position of privilege built on a history of racial discrimination and the legitimate demand for protecting Afrikaans-language education.

scholarly journals COMPULSORY EDUCATION IN BRAZIL: PRIVATIZATION TRENDS AND LIMITS THE RIGHT TO EDUCATION

2017 ◽  
Vol 75 (4) ◽  
pp. 324-334
Author(s):  
Theresa Adrião ◽  
Teise Garcia ◽  
Juliana Azevedo
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Compulsory Education ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
Structured Interviews ◽  
Right To Education ◽  
Documentary Sources ◽  
The Right

This research aims to present a result on three educational policies in force in Brazil that link public education at the stage of compulsory schooling to the interests of corporations or sectors linked to them. The first is called Integral Secondary Education and was implemented in one of the poorest regions of the country, the state of Pernambuco; The second identified as Education - Commitment Program São Paulo is being developed in the richest region of Brazil, the state of São Paulo, where the third policy was also disseminated with the adoption of so - called Private Education Systems in public schools. The research, of a qualitative nature, derives from research in primary documentary sources and semi-structured interviews with educational managers. The results confirm the trends identified in the literature, according to which education, when it is a field for business expansion through the performance of private companies directly in the management of public education, accentuates inequalities of access to schooling processes. In the analyzed cases, these inequalities are observed in the unequal access to the time of permanence in the school; In the unequal working conditions of teachers and in the allocation of public funds to profitable companies, to the detriment of investment in public education. Keywords: public primary education, privatization of education, right to education.

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