O DIÁLOGO COMO MEDIAÇÃO PEDAGÓGICA

Em um contexto social demarcado pelos contatos, principalmente tecnológicos, em detrimento de relações mais dialogais, e em um processo educativo caracterizado por procedimentos hierárquicos, de forma mais evidenciado na interação entre professor e estudante, foi levantado o seguinte questionamento: é possível estabelecer relações dialógicas em espaços e processos monológicos? Com o objetivo de buscar uma resposta aproximada a essa problemática, realizou-se a pesquisa em uma escola pública do Distrito Federal, que investigou as percepções de adolescentes do ensino médio acerca da escola como espaço de diálogo, considerando as demandas estudantis pessoais ou coletivas. Para isso, elegeu-se a dinâmica das rodas de conversa entre os participantes. A análise dos dados que emergiram das falas dos estudantes durante a atividade foi proposta nos moldes de Bardin (2009), que sugere a análise de conteúco. A base teórica está pautada na compreensão do diálogo como mediação pedagógica, subdividido em três aspectos: existencial, relacional e proposicional. Os resultados demonstraram que o diálogo está ausente ou é ineficiente nesse ambiente escolar, destacando-se a dificuldade de se estabelecer uma relação dialogal entre professor e aluno, ou pela restrição de acolhida e, notadamente, pela pouca importância dada à mediação pedagógica para favorecer um ambiente educativo mais dialógico no processo educativo.Palavras-chave: Diálogo; Mediação pedagógica; Estudantes. Escola.Dialogue as a pedagogical mediationAbstractIn a social context marked by contacts, particularly technological, in detriment of more dialogical relationships, and in an educational process characterized by hierarchical procedures, more evidently seen in the interaction between teacher and student, we raised the following question: is it possible to establish dialogical relationships in monological spaces and procedures? With the goal of finding an approximate answer to this issue, we carried out a research in a public school located in the Federal District, where we investigated the perceptions of high school adolescents on schools as spaces for dialogue, whereby personal and collective student demands are taken into consideration. For this, we chose to apply dynamic roundtable conversations between participants. The data that emerged from the students’ speeches during the activity was based along the lines of Bardin (2009), who proposes a content analysis framework. The theoretical basis is scaffolded by dialogue as a pedagogical form of mediation, which is subdivided into three aspects: existential, relational and propositional. The results demonstrated that dialogues are absent or inefficient in this school environment, highlighting the difficulty of establishing a conversational relationship between teachers and students, due to caring restrictions and, most notably, due to the lack of importance given to pedagogical mediation as a way to favor an educational environment that is more dialogical in its educational process.Keywords: Dialogue; Pedagogical mediation; Students. School.Diálogo como mediación pedagógicaResumenEn un contexto social delimitado por contactos, principalmente tecnológicos, a expensas de relaciones más dialógicas, y en un proceso educativo caracterizado por procedimientos jerárquicos, más evidenciados en la interacción entre profesor y alumno, se planteó la siguiente pregunta: ¿Es posible establecer relaciones dialógicas en espacios y procesos monológicos? Para buscar una respuesta aproximada a este problema, se realizó una investigación en una escuela pública en el Distrito Federal, que investigó las percepciones de los adolescentes de la escuela secundaria sobre la escuela como un espacio de diálogo, considerando las demandas personales o colectivas de los estudiantes. Para esto, se eligió la dinámica de las ruedas de conversación entre los participantes. El análisis de los datos que surgieron de los discursos de los estudiantes durante la actividad se propuso siguiendo los moldes de Bardin (2009), que sugiere el análisis de contenido. La fundamentación teórica se basa en la comprensión del diálogo como mediación pedagógica, subdividida en tres aspectos: existencial, relacional y proposicional. Los resultados mostraron que el diálogo está ausente o es ineficiente en este entorno escolar, destacando la dificultad de establecer una relación dialógica entre el profesor y el alumno, debido a la restricción de la acogida y notablemente la poca importancia dada a la mediación pedagógica para favorecer un entorno más dialógico en el proceso educativo.Palabras clave: Diálogo; Mediación pedagógica; Estudiantes. Escuela.

Reform universities, revolutionize societies. The Expansion of a Latin American Student Movement

The article reconstructs the student intervention during the first decades of the 20th century to link the University Reform, movement started in the middle of 1918 in Córdoba, Argentina. By highlighting the students’ revolutionary enthusiasm and the continental spread, the article seeks to show that the newness of 1918 was the inscription in the left of the student demands, until then in agreement with the oligarchic republics. So it proposes that the well-known Latin American and anti-imperialist identity of the Reform, as characterized by the historiography on the subject, only takes shape in the middle of twenty decade.

International Student Strategy of Turkey: Analysis of The Present Situation and Suggestions for The Solutions of The Problems

Since knowledge today is the most powerful core source for individuals, society and states, it is becoming an essential leverage that affects profoundly the dynamics of all parties. For this reason, information gains a nature that will affect all dynamics of individual and social life. Moreover, the fact that there is no boundary for knowledge is very convenient for states that want to expand their power and efficiency. Due to that, they allocate a huge number of resources on producing knowledge. Commercializing the strategic knowledge is also an affirmative determinant for this allocation. Higher education institutions are places where qualified information is processed and transferred. For this reason, it is only possible to reach qualified information by receiving education in higher education institutions that provide this service under appropriate conditions. The transformation of knowledge into a basic need for people and societies today significantly increases the demands for higher education. In countries that develop higher education institutions with their investments, the demands for these institutions are increasing day by day not only by the citizens of the countries but also by international students who cannot access qualified information in their countries for various reasons. In this sense, Turkey has become a centre of attraction in higher education seriously. It is vital for Turkey to successfully implement perpetually the Internationalization Strategy Document in Higher Education to meet fast increasing international student demands. This paper makes an effort to review the current situation of the internationalization strategy of higher education in Turkey, summarize its implementation, emphasize problems encountered, and propose very essential suggestions for the solutions of these problems. It will surely help Turkey’s effort to reach its target on the internationalization strategy of higher education, and to become an important centre of attraction for both international students and academic staffs. As suggested in this paper, this aim is acquired only under the condition of identifying problems, making decisions very fast for the solutions, and prosecuting the implementation of the decisions continuously.

Pedagogy, Protests, and Moving Toward Progress

Our world is in constant flux and educators are at the ship’s helm steering toward what former U.S. Representative John Lewis called “good trouble.” However, in many cases, educators lack the training required to be most effective in doing so. As instructors face student demands to address topics on race and social justice, many educators are unsure about how to respond appropriately to the chants of “No Justice, No Peace!” Thus, this essay explores humanistic and pragmatic approaches for doing so in terms of fostering cultural communication competence when incorporating topics on race and social justice issues in the classroom.

A Critical Race Analysis of University Acts of Racial “Redress”: The Limited Potential of Racial Symbols

More historically White institutions of higher education are compelled to respond, in some way, to increased activism and awareness of continued legacies of racism and racial crises on campuses. The author suggests that how schools wrestle with their legacies of racism and/or respond to student demands to right racial wrongs on campus might be considered university acts of racial redress. Through a Critical Race Theory inspired chronicle, the author argues that seemingly positive university acts of racial redress such as policies, place un/naming, or public statements are, in fact, Racial Symbols that do little to change the material realities of racially marginalized people on campus.

REBELLION OF THE BORN UNFREES

South Africa's public discourse has been largely influenced by the recent student protests in higher education. Government officials, student leaders, higher education officials and the general populance have all participated in this national debate. This youth activism is led by various student political formations using the popular slogan of 'FeesMustFall' to mobilise their peers and broader society. Student leaders argue that the main strategic objective is to achieve free decolonised higher education. This article explores the socio-economic and political context driving these student marches across the country. It argues that the protest action is primarily caused by the following two phenomena: first, the broader societal discontent with persistent class, race and gender inequalities in South Africa. Second, the negative socio-economic impacts of a neo-colonial corporatised higher education model. The student demands are discussed in relation to these two broad structural trends associated with the transition to liberal democracy in South Africa. My core contention is that the student movement proposals are crucial for restructuring the neo-colonial corporate university.

Another Cartography is Possible: Relocating the Middle East and North Africa

Teaching the history of the modern Middle East and North Africa at a small liberal arts university offered an opportunity to address student demands to “decolonize the curriculum.” As the survey course comes under increasing scrutiny, we asked where exactly is the Middle East located in our political imagination today? This essay focuses on the role of maps in rethinking geographic frameworks by using a seaborne perspective, that of the Mediterranean, Arabian and Red Seas (MARS) in contrast to the familiar Middle East and North Africa (MENA).

¡A La Huelga! Secondary Students, School Strikes, and the Power of Educational Activism in 1970s Nicaragua

ABSTRACTThe year 1976 was a violent one in Nicaragua. In an effort to quash the Sandinista guerrillas, the dictator Anastasio Somoza Debayle had declared a state of siege, suspending constitutional guarantees, muzzling the press, and unleashing the Guardia Nacional. Despite the dangers of dissent, thousands of students across the country walked off their secondary school campuses that year to protest poor funding, inept teachers, and oppressive administrators. This article examines this series of strikes to uncover the ways in which teenagers managed to organize their schools and communities in spite of the repression that marked the final years of the Somoza regime. Analyzing student documents, Ministry of Education records, and newspaper reports, this article argues that in the context of a decades-long dictatorship, student demands for more democratic schools opened a relatively safe pathway for cross-generational activism that forced concessions from the Somoza regime. By the 1970s, secondary schools had come to reflect the state's authoritarianism and mismanagement, and widespread educational deficiencies brought students and parents together in a joint project to demand better schools. Battles over the quality of education, thus, showcased the power of an organized citizenry and laid the groundwork for the revolutionary mobilizations that were to come.

Education in Safe and Unsafe Spaces

Recent student demands within the academy for "safe space" have aroused concern about the constraints they might impose on free speech and academic freedom. There are as many kinds of safety as there are threats to the things that human beings might care about. That is why we need to be very clear about the specific threats of which the intended beneficiaries of safe space are supposed to be relieved. Much of the controversy can be dissolved by distinguishing between "dignity safety," to which everyone has a right, and "intellectual safety" of a kind that is repugnant to the education worth having. Psychological literature on stereotype threat and the interventions that alleviate its adverse effects shed light on how students’ equal dignity can be made safe in institutions without compromising liberty. But "intellectual safety" in education can only be conferred at the cost of indulging close-mindedness and allied vices. Tension between securing dignity safety and creating a fittingly unsafe intellectual environment can be eased when teaching and institutional ethos promote the virtue of civility. Race is used throughout the article as the example of a social category that can spur legitimate demands for "dignity safe space."

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

Across the globe, 2020 terms began under conditions incited by the corona pandemic. Within a relatively short amount of time, universities started to develop and implement online courses for distance learning. These changes in learning and teaching may well have been a challenge for students.The current study is about an online survey at a German full-scale university investigating the unique circumstances under which students began the digital 2020 summer term. Of approximately 38,500 students, N = 5,563 students from across all institutional faculties took part in the survey. Results indicate how well students are equipped with devices for digital learning; what kind of experiences they have already made with online learning; and how competent they reported feeling regarding digital learning. Moreover, group differences between faculties, degrees, and gender were investigated. The study provides important insights into digital higher education during the exceptional pandemic situation. The results are intended to feed into student counselling systems via support by way of access to devices or courses regarding digital key competences, or through counselling for students with special social burdens.