LA FUNCIÓN ORIENTADORA. IMPACTO EN LA FORMACIÓN INICIAL DEL PROFESIONAL DE LA EDUCACIÓN EN LAS UNIVERSIDADES CUBANAS

RESUMEN En el proceso de formación inicial del profesional de la educación, un adecuado desarrollo de sus funciones básicas es imprescindible para alcanzar la calidad requerida en los egresados. De ahí que se realiza un estudio histórico y teórico de la función orientadora y su tratamiento en la formación inicial del profesional de la educación. Se enfatiza en la especialidad Pedagogía Psicología en la que esta función tiene una connotación especial. Se profundiza en aquellos indicadores necesarios para un diagnóstico que revele las potencialidades e insuficiencias de los profesionales de la educación para desarrollar la función orientadora, expresados al elaborar y dirigir estrategias de orientación educativa, en correspondencia con las necesidades y posibilidades del contexto de actuación. Se aporta la sistematización de los contenidos, vías y formas inherentes a la función orientadora. La significación práctica se concreta en perfeccionar la formación inicial del profesional de la educación a partir del establecimiento de indicadores pertinentes de una eficaz función orientadora, que contribuya a elevar la calidad del diagnóstico de su preparación para el desarrollo de los procesos educativos que asesora o dirige este profesional, en los diferentes contextos. PALABRAS CLAVE: Educación; diagnóstico; función orientadora. THE GUIDING FUNCTION. ITS IMPACT ON THE INITIAL TRAINING OF THE PROFESSIONAL OF EDUCATION IN CUBAN UNIVERSITIES ABSTRACT In the process of initial training of the professional of Education, an adequate development of their basic functions is essential to achieve the quality required in the graduates. Hence, a historical and theoretical study of the guiding function and its treatment in the initial training of the professional of Education is carried out. It is emphasized in the specialty Psychology Pedagogy in which this function has a special connotation. It delves into those indicators necessary for a diagnosis that reveals the potentialities and inadequacies of educational professionals to develop the guiding role, expressed in the development and management of educational guidance strategies, in accordance with the needs and possibilities of the context of action. It contributes the systematization of the contents, ways and forms inherent to the guiding function. The practical significance is to improve the initial training of the professional of Education by establishing relevant indicators of an effective guiding function that contributes to raising the quality of the pedagogical diagnostic of their preparation for the development of educational processes that advises or directs this professional, in the different contexts. KEYWORDS: Education; pedagogical diagnostic; guiding function.

Download Full-text

LA FORMACIÓN INICIAL PARA UNA EDUCACIÓN INTEGRAL DESDE LA PERSPECTIVA MARTIANA

Revista Cognosis. ISSN 2588-0578 ◽

10.33936/cognosis.v1i3.258 ◽

2016 ◽

Vol 1 (3) ◽

pp. 107

Author(s):

Frank Arteaga Pupo

Keyword(s):

Jose Marti ◽

Initial Training ◽

Research Project ◽

Comprehensive Education ◽

Holistic Perspective ◽

Palabras Clave ◽

Scientific Labor ◽

Temporal And Spatial ◽

Keywords Education

La ponencia sintetiza algunas ideas y juicios como resultado de las tareas del Proyecto de Investigación: Educación desde, durante y para la vida, puestas en práctica en la formación inicial relacionadas con la vida y obra de José Martí a partir de una perspectiva integradora donde se destacan sus valoraciones acerca de la formación medioambiental, la temporal y espacial, la filosófica, la científica, la laboral, la artística, la ética y estética, la comunitaria entre otras ideas que se comparten y debaten empleando una metodología que se sustenta en su propio estilo caracterizado por el amor, el diálogo ameno y el optimismo en el que se le imprime un carácter crítico, contextualizado, dialéctico y vivencial a las actividades en función de una educación integral desde, durante y para la vida. PALABRAS CLAVE: educación; vida; formación. ABSTRACT The article summarizes some ideas and judgments as a result of the work of the Research Project: Education since, during and for life, implemented in the initial training related to the life and work of José Martí from a holistic perspective where highlight their judgments about environmental training, temporal and spatial, philosophical, scientific, labor, art, ethics and aesthetics, community and other ideas that are shared and discussed using a methodology which is based on its own style characterized by love, pleasant dialogue and optimism in which you are printing a critical, contextual, dialectical and experiential activities based on a comprehensive education since, during and for life. KEYWORDS: education; life; training.

Download Full-text

LA EDUCACIÓN AGROPECUARIA. UNA APROXIMACIÓN A SUS FUNDAMENTOS TEÓRICOS EN LA FORMACIÓN INICIAL DEL PROFESIONAL DE PEDAGOGÍA-PSICOLOGÍA

Revista Cognosis. ISSN 2588-0578 ◽

10.33936/cognosis.v4i2.1865 ◽

2019 ◽

Vol 4 (2) ◽

pp. 109

Author(s):

Adael Álvarez García ◽

Lázara María Varona Moreno ◽

Kenia Yatcenia Medina López

Keyword(s):

Agricultural Education ◽

Research Practice ◽

Initial Training ◽

Psychology Education ◽

Initial Formation ◽

Education Professional ◽

Palabras Clave ◽

Adequate Understanding ◽

Keywords Education ◽

Theoretical Foundations

RESUMEN El artículo reseña los sustentos teóricos que permiten la adecuada comprensión de la educación agropecuaria con la finalidad de ofrecer solución a las insuficiencias que prevalecen en la formación inicial de profesionales para la educación de Pedagogía Psicología, que limitan su desempeño en la orientación y asesoría en los contextos de actuación de la práctica investigativa laboral. PALABRAS CLAVE: educación; educación agropecuaria; formación profesional. AGRICULTURAL EDUCATION. AN APPROACH TO ITS THEORETICAL FOUNDATIONS IN THE INITIAL TRAINING OF THE PROFESSIONAL OF PEDAGOGY-PSYCHOLOGY ABSTRACT The article reviews the theoretical underpinnings that allow the adequate understanding of agricultural education with the purpose of offering solutions to the insufficiencies that prevail in the initial formation of professionals for Pedagogy Psychology education, which limit their performance in guidance and advice in the contexts of action of the labor research practice. KEYWORDS: education; the husbandry education; professional formation.

Download Full-text

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

REVISTA CIENCIAS PEDAGÓGICAS E INNOVACIÓN ◽

10.26423/rcpi.v4i2.135 ◽

2016 ◽

Vol 4 (2) ◽

Author(s):

Carlos Manosalvas Vaca ◽

Luis Manosalvas Vaca ◽

Ruth Barba

Keyword(s):

Higher Education ◽

Critical Thinking ◽

Detailed Analysis ◽

Teaching And Learning ◽

Learning Processes ◽

Educación Superior ◽

Educacion Superior ◽

Educational Processes ◽

Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

Download Full-text

MEDIA AND INFORMATION LITERACY: THE SOLUTION OF QUESTIONS OF FORMATION OF A CIVIC STAND IN

UKRAINIAN ASSEMBLY OF DOCTORS OF SCIENCES IN PUBLIC ADMINISTRATION ◽

10.31618/vadnd.v1i13.129 ◽

2018 ◽

Vol 1 (13) ◽

pp. 14-27

Author(s):

Laila Seysembekovna Akhmetova ◽

Dmitry Pavlovich Shorokhov

Keyword(s):

Information Literacy ◽

Modern Society ◽

International Standards ◽

Media Education ◽

Practical Significance ◽

Sociological Research ◽

Conceptual Approach ◽

Target Groups ◽

National University ◽

Psychology Pedagogy

For the world community UNESCO has developed international standards of media information literacy, which have been adopted by all UNESCO member countries. In Central Asia, Kazakhstan was the first to deal with these issues 10 years ago. The group of scientists of the Kazakh National University named by al-Farabi is working on studying this issue. Most of the scientific works on media education are aimed at justifying the need for media education in modern society and its value. The purpose of the article is the development of methodological materials on the formation of literacy in the field of media and information literacy for training target groups and informing the public. The authors of this article apply the methodology of comparative historical research, the methodology and technique of sociological research, the systemic and structural-functional approach in combination with comparative historical method and statistical data analysis, as well as the study of official documents characterizing the policy of international community and Kazakhstan. Also, content analysis and qualitative documents analysis, as well as comparative research methods, were used. As a result of the research, it was concluded that any conceptual design, scientific paradigm suffers to some extent with idealization and the conceptual approach of UNESCO discussion formed the basis for this review, causing positive expectations. However, media is not always socially-oriented tool. It is clear that in this scenario, it is not necessary to rely solely on the consciousness of journalists and self-censorship of editors. However, understanding the principal approaches of UNESCO and following the recommendations developed can control risks and contribute to the development of a full-fledged civil society. Practical significance of the research lies in the possibility of using its results in the field of media, psychology, pedagogy, culture, history, journalists, political scientists, social engineers, teachers, students and post-graduate students of universities. The results of the research can be integrated into the educational and upbringing processes. It is necessary to train target groups for the further dissemination and training of media and information literacy and to address the issues of forming a civic position in Kazakhstan.

Download Full-text

Arte, Educação, Cultura: Uma reflexão a partir de Friedrich Nietzsche e Vilém Flusser/Art, Education, Culture: a reflection inspired by Friedrich Nietzsche and Vilém Flusser

Pensando - Revista de Filosofia ◽

10.26694/pensando.v6i12.3365 ◽

2015 ◽

Vol 6 (12) ◽

pp. 110

Author(s):

Debora Pazetto Ferreira

Keyword(s):

Friedrich Nietzsche ◽

Educational Processes ◽

Young Teacher ◽

Historical Culture ◽

Free Thought ◽

Art Philosophy ◽

Human Feature ◽

Keywords Education ◽

Education Culture ◽

Ways Of Life

Este artigo propõe uma reflexão sobre arte, filosofia, cultura e educação balizada pelos pensamentos de Friedrich Nietzsche e Vilém Flusser. Avesso à erudição acadêmica e profissionalizante, o jovem professor Nietzsche criticava a cultura histórica que segregou o pensamento e a maneira de viver. A essa tendência, o autor opunha uma educação artística, ou seja, uma formação para o pensamento livre e para a criatividade. Este conceito é basilar no pensamento de Flusser e deve ser entendido em consonância com o termo grego poiesis, isto é, instauração de elementos novos na realidade, passagem do não-ser ao ser, abertura de novos caminhos. Trata-se de uma caracterização complexa e extremamente inspiradora para uma reflexão sobre processos educativos que valorizam aquilo que ambos os autores consideram ser o mais próprio do homem: a capacidade de criar.Abstract: This paper establishes a reflection about art, philosophy, culture and education inspired by the thoughts of Friedrich Nietzsche and Vilém Flusser. Disinclined to academic and specialised learning, the young teacher Nietzsche criticized the historical culture that had created a separation between the ability of thinking and the ways of life. To this tendency, the author opposed an artistic education, that is, an education towards free thought and creativity. This concept is fundamental in Flusser`s philosophy and must be understood in accordance with the Greek word poiesis, which means the introduction of new elements in reality, the passage from not-being to being, the opening of new routes. This is a complex conceptualization and yet extremely inspiring to a reflection about educational processes that accentuate what both authors consider the most essential human feature: the capacity to create. Keywords: education, art, philosophy, learning, culture.

Download Full-text

OS MARCADORES DE GÊNERO NO ENSINO FUNDAMENTAL: RELATOS DE OBSERVAÇÃO DE DUAS ESCOLAS PÚBLICAS EM PORTO ALEGRE (RS)

Diversidade e Educação ◽

10.14295/de.v9i1.12571 ◽

2021 ◽

Vol 9 (1) ◽

pp. 633-661

Author(s):

Betina Aymone ◽

Isadora Marcon Medina

Keyword(s):

Public Schools ◽

School Environment ◽

First Year ◽

Porto Alegre ◽

Mediating Role ◽

Palabras Clave ◽

Keywords Education ◽

The City ◽

Made In

RESUMO O estudo intencionou investigar os marcadores de gênero presentes nos processos de socialização de crianças entre seis e sete anos de idade, estudantes do primeiro ano do Ensino Fundamental, e seu reflexo no ambiente escolar. Para tal, foram realizadas quatro observações não participantes em duas escolas de ensino público do Município de Porto Alegre (RS). Observou-se a interação entre os estudantes entre si e com seus professores, além de seus comportamentos e atividades no cotidiano escolar. A análise dos dados sugere a presença de marcadores de gênero, estruturados em uma lógica binária, que se materializam na forma como meninos e meninas brincam, se apresentam e se expressam, além do papel mediador da instituição escolar nesse contexto. PALAVRAS-CHAVE: Educação. Gênero. Relações Infantis RESUMEN El estudio tuvo por objetivo investigar los marcadores de género presentes en los procesos de socialización de infantes de seis y siete años, estudiantes de primer año de la enseñanza básica, y su reflejo en el ámbito escolar. Se realizaron cuatro observaciones no participantes en dos escuelas públicas de la ciudad de Porto Alegre (RS). Se observó la interacción de estudiantes entre si y con sus profesores, además de sus comportamientos y actividades en la rutina escolar. El análisis de los datos sugiere la presencia de marcadores de género, estructurados en una lógica binaria, que se manifiesta en la forma como niños y niñas juegan, se presentan y expresan, además del rol mediador de la institución escolar en este contexto. PALABRAS-CLAVE: Educación. Género. Relaciones entre niños ABSTRACT The study aimed to investigate the gender markers present in the socialization processes of children between six and seven years old, students of the first year of elementary school, and their reflection in the school environment. To this end, four non-participating observations were made in two public schools in the city of Porto Alegre (RS). The interaction between the students among themselves and with their teachers, as well as their behaviors and activities in the school routine were observed. The analysis of the data suggests the presence of gender markers, structured in a binary logic, that is manifested in the way boys and girls play, present and express themselves, in addition to the mediating role of the school institution in this context. KEYWORDS: Education. Gender. Child Relations

Download Full-text

O PIBID NO BOJO DAS POLÍTICAS EDUCACIONAIS DE FORMAÇÃO DE PROFESSORES

Cadernos de Pesquisa ◽

10.18764/2178-2229.v21.n2.p.37-51 ◽

2014 ◽

Vol 21 (2) ◽

pp. 37

Author(s):

Josiane Lopes Medeiros ◽

Luciene Lima de Assis Pires

Keyword(s):

Teacher Training ◽

Critical Analysis ◽

Educational Policies ◽

Processes Of Change ◽

Education Development ◽

Palabras Clave ◽

Educational Professionals ◽

New Directions ◽

Siglo Xx ◽

Formación Docente

Este trabalho aborda as políticas educacionais para a formação de professores no Brasil desde o finaldo século XX, mais precisamente na década de 1990, verificando a propositura para a formação de professores.Em especial, analisam-se as implicações do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) paraa formação docente. Para tanto, realizou-se revisão bibliográfica e análise de legislações como a Constituição daRepública Federativa do Brasil; LDB nº 9.394/1996; Lei nº 10.172/2001; Plano de Desenvolvimento da Educação(PDE)/2007; Decreto nº Lei 6.094/2007; Plano de Ações Articuladas/2007 e o PIBID bem como o aporte teóricode Freitas (2002); Imbernón (2004); Saviani (2008, 2009, 2010) e Sheibe (2002). Verificou-se que as leis que regulamentama formação de professores no Brasil constituem processos de mudanças e descontinuidade, o PIBIDé compreendido pelas políticas públicas como forma de valorização docente e iniciativa para a formação inicial econtinuada, porém, a análise crítica é imprescindível à qualidade das ações, principalmente das ações educativas.Sendo assim, é importante uma avaliação atenta do PIBID e sua articulação com a valorização dos profissionais daeducação e proposição de novos rumos para a Educação Básica.Palavras-chave: PIBID. Políticas Educacionais. Formação de Professores. PNE. THE PIBID WITHIN THE SCOPE OF EDUCATIONAL POLICIES ON TEACHERTRAININGAbstract: This paper discusses the educational policies for teacher training in Brazil since the late twentiethcentury, more precisely in the 1990s,analysing for the training of teachers. We analyze, in particular, the implicationsof the Institutional Program of Teaching Initiation Scholarship (Pibid) for teacher training. To do this, we performeda literature review and analysis of laws such as the Constitution of the Federative Republic of Brazil; LDB (BrazilianEducation Basic Tenets Law) 9.394/1996; Law 10.172/2001; Education Development Plan (PDE)/2007; Decree-law6.094/2007; Articulated Actions Plan/2007 and Pibid, as well as the theoretical bases of Freitas (2002); Imbernón(2004); Saviani (2008, 2009, 2010) e Sheibe (2002). It was found that the laws regulating the training of teachers inBrazil express processes of change and discontinuity, the Pibid is an public policy understood as a way of teacherappreciation and initiative for an education inicial and continuing; however, critical analysis is essential to the qualityof actions, mainly the educational actions. Therefore, it is important to assess carefully the Pibid as a whole and itsarticulation with the enhancement of the educational professionals, and propose new directions for basic education.Keywords: Pibid. Educational policies. Teacher training. PNE. EL PIBID EN EL CENTRO DE LAS POLÍTICAS EDUCACIONALES DE LA FORMACIÓNDE LOS PROFESORESResumen: Este trabajo aborda las políticas educacionales que contribuyen a la formación de los profesores enBrasil desde el final del siglo XX, más precisamente en la década de 1990, investigando la proposición en relación ala formación de profesores. En particular, se analiza las implicaciones del Programa Institucional de Beca a la Iniciaciónde la Docencia (PIBID) en la formación docente. Para tanto, se realizó una revisión bibliográfica y se ha hechoun análisis de leyes como: la Constitución de la República Federativa de Brasil; LDB 9.394/1996; Ley 10.172/2001;Plan de Desarrollo de la Educación (PDE)/2007; Decreto Ley 6.094/2007; Plan de Acciones Articuladas/2007 y elPIBID, habiendo tenido como contribución teórica: Freitas (2002); Imbernón (2004); Saviani (2008, 2009, 2010) ySheibe (2002). Se ha comprobado que las leyes que regulan la formación de los profesores en Brasil constituyenprocesos de cambios sin continuidad, el PIBID es comprendido por las políticas públicas como una manera devalorización docente y también una iniciativa para la formación inicial y continúa, sin embargo, un análisis críticoes imprescindible a la cualidad de las acciones, principalmente las acciones educativas. Así siendo, es importanteuna evaluación muy atenta del PIBID en su totalidad, especialmente su articulación respecto a la valorización delos profesionales de la educación así como su proposición en la dirección de los nuevos rumbos a la EducaciónBásica (en Brasil).Palabras clave: PIBID. Políticas Educacionales. Formación de los Profesores. PNE

Download Full-text

A FORMAÇÃO INICIAL DOS PROFESSORES ALFABETIZADORES DAS ESCOLAS PÚBLICAS DE SANTA CATARINA

Roteiro ◽

10.18593/r.v41i3.10418 ◽

2016 ◽

Vol 41 (3) ◽

pp. 629

Author(s):

Leonete Luzia Schmidt ◽

Maria Da Graça Nobrega Bollmann ◽

Camile Martineli Silveira

Keyword(s):

Public Schools ◽

Census Data ◽

Theory And Practice ◽

Literacy Teachers ◽

Initial Training ◽

Santa Catarina ◽

Teacher Education Policy ◽

Palabras Clave ◽

Education Centre ◽

Dialectical Perspective

Resumo: O artigo resulta de reflexões no âmbito da pesquisa realizada entre 2010 e 2014, vinculada ao Programa Observatório da Educação – Capes/Inep. Busca socializar o quadro referente à formação inicial dos professores alfabetizadores das escolas públicas de Santa Catarina, em exercício no ano 2013, utilizando-se de dados do Censo Escolar. Parte-se da compreensão de que a formação dos professores é mediada pelo contexto sociocultural no qual está inserida e se realiza em uma perspectiva dialética, em um processo no qual se articulam teoria e prática, tendo a pesquisa como base para essa formação. Os dados evidenciaram que no Estado de Santa Catarina a formação do professor alfabetizador apresenta fragilidades nessa perspectiva.Palavras-chave: Política de formação de professores. Formação inicial de professores. Professores alfabetizadores. LITERACY TEACHERS’ INITIAL TRAINING OF PUBLIC SCHOOLS IN SANTA CATARINAAbstract: This article is the result of reflections within the survey conducted between 2010 and 2014, linked by the Education Centre Program – Capes/Inep. The research aims to socialize the current situation on the initial training of literacy teachers from public schools in Santa Catarina, who were working in 2013, using the School Census data. It starts with the understanding that the training of teachers is mediated by sociocultural context in which it is inserted and it operates and performs in a dialectical perspective, in a process that articulates theory and practice, and the research is the basis for such training. The data showed that in the State of Santa Catarina the formation of literacy teacher presents weaknesses in this perspective.Keywords: Teacher education policy. Initial teacher training. Literacy teachers. LA FORMACIÓN INICIAL DE LOS PROFESORES ALFABETIZADORES DE LAS ESCUELAS PÚBLICAS DE SANTA CATARINAResumen: El artículo resulta de reflexiones en el ámbito de la investigación realizada entre 2010 y 2014, vinculada al Programa Observatório da Educação – Capes/Inep. Busca socializar el cuadro referente a la formación de los profesores alfabetizadores de las escuelas públicas de Santa Catarina, en ejercicio en el año de 2013, utilizándose de datos del Censo Escolar. Se parte de la comprensión de que la formación de los profesores es mediada por el contexto sociocultural en el cual está insertada y se realiza en una perspectiva dialéctica, en un proceso en que se articula teoría y práctica, teniendo la pesquisa como base para esa formación. Los datos han evidenciado que en el Estado de Santa Catarina la formación del profesor alfabetizador presenta fragilidades en esa perspectiva.Palabras clave: Política de formación de profesores. Formación inicial de profesores. Profesores alfabetizadores.

Download Full-text

Jovens em condição de rua: um relato de experiência

REVISTA DE CIÊNCIAS DA EDUCAÇÃO ◽

10.19091/reced.v0i0.756 ◽

2018 ◽

pp. 269-278

Author(s):

Heloisa Helena Oliveira Salgado ◽

Sérgio Araújo Rodrigues Salgado ◽

Sueli Maria Pessagno Caro

Keyword(s):

Human Life ◽

Social Groups ◽

Experience Report ◽

Research Subjects ◽

Street Culture ◽

Socioeconomic System ◽

Educational Processes ◽

Palabras Clave ◽

El Sistema ◽

The Subject

Este trabalho, em cumprimento à disciplina Juventude e Educação, traz relatos de vidas e declarações feitas pelos próprios sujeitos da pesquisa: jovens entre 18 a 26 anos; pessoas que, como nós, possuem desejos de felicidade, de amor e sonhos, mas que tiveram o roteiro de suas vidas alterado. O intuito é conhecer um pouco mais de suas vidas, seus pensamentos e suas necessidades, procurando dialogar com os autores estudados na disciplina. O sistema socioeconômico brasileiro nos remete a desigualdades, que, muitas vezes, geram a desumanização de alguns grupos sociais, como os jovens em condição de rua, demonstrado neste relato de experiência. Durante dois meses em que realizamos as entrevistas, aprendemos muito, e alguns fatos valem ser citados: a) viver nas ruas é penoso e difícil, mas também há certa alegria no ar; b) os jovens que vivem nas ruas sonham com oportunidades e gostariam de estudar mais e de mudar de situação; c) agrupam-se por afinidade, proteção e criam suas famílias; d) na rua há experiências humanas, nas quais, muitas vezes, sentimos nossos olhos encherem-se de lágrimas e que jamais vamos esquecer; e) a cultura da rua pode ser evidenciada por processos educativos voltados à produção e ao desenvolvimento da vida humana na rua. Palavras-chave: Viver na rua. Situação de rua. Juventude. População de rua. Homeless young persons: an experience report AbstractThis work, in compliance with the subject of Youth and Education, brings life reports and statements made by the research subjects themselves. They are young persons aged between 18 and 26 years, who like us have desires for happiness, love, and dreams, but their lives have changed. The objective of this study is to know a little more about their lives, thoughts, and needs, seeking to dialog with the authors studied in the subject. The Brazilian socioeconomic system reminds us of inequalities, which often generate the dehumanization of some social groups, as we have shown in these reports of experiences, of young persons living on the streets. During the two months in which we conducted the interviews we learned a lot and we highlight some facts: a) Living on the streets is painful and difficult, but there is also some joy in the air.; b) Young persons living on the streets dream of opportunities, they would like to study more and change their situation; c) They are grouped by affinity, protection and they create their families; d) On the street, there are human experiences, when we often felt our eyes filling with tears, and which we will never forget; e) Street culture can be evidenced by educational processes focused on the production and development of human life on the street. Keywords: Living on the streets. Homelessness. Youth. Street population. Jóvenes en condición de calle: un relato de experiencia ResumenEste trabajo, en cumplimiento a la disciplina Juventud y Educación, trae relatos de venidas y declaraciones hechas por los propios sujetos de la pesquisa. Jóvenes entre 18 a 26 años, personas que como nosotros, poseen deseos de felicidad, de amor y sueños, pero que tuvieron el guión de sus vidas alterado. El designio es conocer un poco más de sus vidas, pensamientos y necesidades, buscando dialogar con los autores estudiados en la disciplina. El sistema socioeconómico brasileño nos remete a desigualdades, que muchas veces generan la deshumanización de algunos grupos sociales, como demostramos en esos relatos de experiencias, son jóvenes en condición de calle. Durante dos meses en los que realizamos las entrevistas aprendemos mucho y algunos hechos valen ser citados: a) Vivir en las calles es penoso y difícil, pero también hay cierta alegría en el aire; b) Los jóvenes que viven en las calles sueñan con oportunidades, les gustaría estudiar más y de que alteren de situación; c) Se agrupan por afinidad, protección y crean sus familias; d) En la calle hay experiencias humanas, donde muchas veces sentimos nuestros ojos llenarse de lágrimas, y que jamás olvidaremos; e) La cultura de la calle puede ser evidenciada por procesos educativos vueltos la producción y desarrollo de la vida humana en la calle. Palabras clave: Vivir en la calle. Situación de calle. Juventud. Población de calle.

Download Full-text

Relación entre la carta del proyecto del PMBOK (PMI) y SQA [The relationship between the Project Charter of PMBOK (PMI) and SQA]

Ventana informatica ◽

10.30554/ventanainform.29.245.2013 ◽

2014 ◽

Author(s):

Luis Eduardo PELÁEZ VALENCIA ◽

Lorena CARDONA BENJUMEA ◽

Alonso TORO LAZO

Keyword(s):

Process Model ◽

Evaluation Process ◽

Software Project ◽

Software Applications ◽

Palabras Clave ◽

New Development ◽

Software Product ◽