Alfabetização na EJA e os indicadores do INAF: um olhar frente às práticas pedagógicas

O presente artigo apresenta reflexões sobre Alfabetização e Práticas Pedagógicas na Educação de Jovens e Adultos (EJA), como recorte de uma pesquisa mais ampla, realizada no Colégio Entre Fios, no ano de 2018, objetivando compreender se as práticas pedagógicas realizadas nos últimos anos do Ensino Médio na EJA contribuem com o processo de alfabetização; para tanto, foram aplicadas situações do INAF com educandos da EJA do terceiro tempo formativo, nos eixos VI e VII. No âmbito metodológico, constitui-se como uma pesquisa qualitativa, com imersão no estudo de caso. Nessa tessitura, respaldam nossos estudos, prioritariamente, as teorias de Paulo Freire (2003, 2014, 2015, 2018), Miguel Arroyo (2005, 2015, 2017), dentre outros que contribuem para melhor compreender a temática em tela, além de pesquisas realizadas em meios eletrônicos e revistas, que nos permitem tecer relevantes fios sobre a referida abordagem. Nessa trama que engloba alfabetização no lócus da pesquisa, podemos perceber que os estudantes pesquisados apresentam níveis assustadores de analfabetismo, considerando que já estão na última etapa da Educação Básica. O resultado deste estudo evidencia a necessidade de investimento com políticas públicas voltadas para a Educação de Jovens e Adultos; a relevância da formação de profissionais na área e a necessidade de se refletir sobre a alfabetização no âmbito do Ensino Médio, no considerado “ensino regular”.Palavras-chave: Educação; Alfabetização de Jovens e Adultos; Analfabetismo.Literacy at Eja and Inaf indicators: a look across pedagogical practicesAbstractThis article presents reflections on Literacy and Pedagogical Practices in the Youth and Adult Education (EJA), as part of a broader research, carried out at Colégio Entre Fios, in 2018, aiming to understand if the pedagogical practices carried out in the last years of High School in the EJA contribute to the literacy process; for this purpose, INAF situations were applied with EJA students from the third training period, in axes VI and VII. In the methodological scope, it is a qualitative research, with immersion in the case study. We bring, in this texture, to support our studies, primarily the theories of Paulo Freire (2003, 2014, 2015, 2018), Miguel Arroyo (2005, 2015, 2017), among others that contribute to better understanding the theme at hand, in addition to a research carried out in electronic media and magazines, which allow us to better understand relevant threads about this approach. In this plot that encompasses literacy in the locus of research, we can see that the students surveyed have frightening levels of iliteracy, considering that they are already in the last stage of Basic Education. The result of this study highlights the need for investment in public policies aimed at the Education of Young people and Adults; the relevance of training professionals in the area and the need to reflect on literacy in the context of high school, in what is considered “regular education”.Keywords: Education; Literacy for youth and adults; Illiteracy.Alfabetización en la Eja e los indicadores del Inaf: una mirada a través de prácticas pedagógicasRESUMENEste artículo presenta reflexiones sobre Alfabetización y Prácticas Pedagógicas en Educación de Jóvenes y Adultos, como parte de una investigación más amplia, realizada en el Colégio Entre Fios, en 2018, con el objetivo de comprender si las prácticas pedagógicas realizadas en los últimos años de Educación Secundaria en EJA contribuyen al proceso de alfabetización; para ello, se aplicaron situaciones del INAF con alumnos de EJA del tercer período formativo, en los ejes VI y VII. En el ámbito metodológico, se trata de una investigación cualitativa, con inmersión en el estudio de caso. Traemos, en esta textura, para sustentar nuestros estudios, principalmente las teorías de Paulo Freire (2003, 2014, 2015, 2018), Miguel Arroyo (2005, 2015, 2017), entre otras que contribuyen a comprender mejor el tema en por otra parte, además de las investigaciones realizadas en medios electrónicos y revistas, que nos permiten tejer hilos relevantes sobre este enfoque. En esta trama que engloba la alfabetización en el locus de investigación, podemos observar que los estudiantes encuestados tienen niveles de analfabetismo alarmantes, considerando que ya se encuentran en la última etapa de Educación Básica. El resultado de este estudio destaca la necesidad de invertir en políticas públicas orientadas a la Educación de Jóvenes y Adultos; la relevancia de la formación de profesionales en el área y la necesidad de reflexionar sobre la alfabetización en el contexto del bachillerato, en lo que se considera “educación regular”Palabras clave: Educación; Alfabetización para jóvenes y adultos; Analfabetismo.

Mastering a second language as a theoretical and linguodidactic problem in the aspect of neuro-linguistics

This article arose from the need to comprehend, firstly, methodological and linguodidactic problems (by linguodidactics we understand the principles of language description for learning purposes) to mastering any non-native language, not only widespread foreign languages, and, secondly, from the need to comprehend not only the teaching of a second foreign language itself but also the content of training professionals of a second foreign language (students of universities and faculties of foreign languages). Theoretical and methodological problems associated with mastering any non-native language are especially acute when we are dealing not with the first, but with the second, third, etc. non-native language. This may be a second foreign language (for example, at school), a second foreign language as the language of a pedagogical specialty (for example, at a pedagogical university), the language of ethnic (self) identification (among members of national diasporas), etc. Therefore, in this paper, along with discussing general issues of mastering a non-native language, we focus on various situations of teaching a language as a second non-native.

Academic dishonesty in stricto sensu postgraduate programs in accounting

ABSTRACT The aim of this article was to analyze academic dishonesty in stricto sensu postgraduate courses in accounting from the perspective of students, teachers, and teaching institutions. There is a gap in the research on academic dishonesty in stricto sensu postgraduate programs in accounting, especially from the analysis perspective of this study, which considers hypothetical situations classified into five categories of dishonesty: fraud/cheating, helping other students, plagiarism, fabricating information, and self-plagiarism/similarities. The study is important due to the role of stricto sensu postgraduate courses not only in training professionals who work or will work in public and private institutions, but also and primarily in training teachers and researchers. Dishonest behaviors can influence the professional lives of those involved, who are predominantly motivated by opportunistic interests that cause damage to the image of professionals in the area and to society. The data were collected through applying two questionnaires adapted from the studies of Braun and Stallworth (2009) and Oliveira and Chacarolli (2013). Mann-Whitney U and Wilcoxon statistical tests were used to analyze the data. The findings indicated the existence of an expectations gap between teachers and students regarding academic dishonesty in stricto sensu postgraduate programs in accounting. The significant differences found in perceptions regarding cases of dishonesty underline the difficulty for students and teachers to evaluate what is dishonest or not in situations of fraud/cheating and helping other students to engage in academic dishonesty. The differences in students’ and teachers’ perceptions may occur due to a lack of clear rules in the teaching institutions. Therefore, universities could undertake actions to address/prevent dishonest behaviors by establishing internal regulations and promoting discussions involving the whole academic community.

TRAINING PROFESSIONALS AS THE CHALLENGE IN TIMBER

The article is about Professions and Training in Forestry. First we can read about lack of specialists in timber industry.It is a complex problem and many factors are to be taken into account to solve it. The reasons are discussed, salaries and lack of jobs are the most common ones. Forestry High Schools are the most important parts in the special programs to improve the situation. There are special ways to tackle the problem. They are different and various, for example, creating special training professionals programs in Timber Industry, first; technical support of High Schools, second etc. These measures will help to train the professionals for the newest timber industry in our country.

Formação para gestão de organizações culturais e artísticas: uma pesquisa exploratória

Em boa parte do território brasileiro há uma escassez de gestores para as organizações culturais e artísticas. Tal problema é acarretado, em parte, pela deficiência na formação dos gestores e, também, dos artistas, bem como pelas dificuldades em formar profissionais numa lógica interdisciplinar. Neste contexto, esta pesquisa exploratória e explicativa visa discutir os obstáculos e os desafios a serem enfrentados pelos gestores e pelos artistas para a inserção no mercado de trabalho, a partir de uma revisão bibliográfica, documental e entrevistas com acadêmicos, gestores e artistas. Os resultados preliminares apontam que a oferta de ensino de administração e de artes no Brasil é ampla. Contudo, na área de administração, seu foco na maioria das vezes é formar pessoas capacitadas para ocupar cargos de gestão como funcionários em áreas de conhecimento mais voltadas a atender às necessidades de grandes organizações. E na área de artes, qualificar profissionais que possam se expressar nas diversas linguagens artísticas. Desta forma, há uma carência de cursos que contemplem conhecimentos de gestão, produção cultural e arte para contribuir na formação de profissionais de carreiras artísticas e gestores. Conclui-se que os conhecimentos de produção e gestão de organizações culturais e artísticas, por também contribuírem com a noção de “organização” presente na ciência administrativa, proporcionam aos profissionais das carreiras artísticas ferramentas para estruturar e gerenciar suas atividades laborais. In much of Brazil there is a shortage of managers for cultural and artistic organizations. This problem is caused, in part, by the deficiency in the training of managers and also by artists, as well as by the difficulties in training professionals in an interdisciplinary logic. In this context, this exploratory and explanatory research aims at discussing the obstacles and challenges to be faced by managers and artists for insertion in the labor market, based on a bibliographical review, documentary and interviews with academics, managers and artists. The preliminary results indicate that the offer of teaching of administration and arts in Brazil is ample. However, in the area of ​​management, the focus is most often on training people to hold management positions as employees in knowledge areas that are more geared to meeting the needs of large organizations. And in the area of ​​arts, qualify professionals who can express themselves in the various artistic languages. In this way, there is a lack of courses that contemplate knowledge of management, cultural production and art to contribute in the formation of professionals of artistic careers and managers. It is concluded that the knowledge of production and management of cultural and artistic organizations, as they also contribute to the notion of "organization" present in the administrative science, provide professionals of the artistic careers with tools to structure and manage their work activities.

Shalom Educational Model and the Paradigm Shift in the Social Work Training in the Democratic Republic of Congo (DRC)

Social work is a discipline that was introduced into an academic curriculum in the DRC not long ago. It is with the repetition of the phenomena of urban banditry and that of street children that the various stakeholders have thought of training professionals in this field. But is said training effective and appropriate? In this article, I examine through a sample the academic curriculum in the DRC and propose avenues’ starting from the biblical model of shalom, which is a four-dimensional model, responding to contextual and spiritual needs. The article contains seven parts: the first point will be the introduction, in the second point there will be a brief contextual presentation of DR Congo, the third point is about the method used in this article, the fourth point will be the sample of social work curricula, the fifth point will be analysis and assessment of this curricula, in the sixth point I will show the implications of shalom model in the social work training and the last point will be the conclusion.

Social Aspects of Information System and Computer Technology Professionals’ Practice-oriented Training

The article describes the social and pedagogical aspects of training a computer specialist in the modern information space. The features of the virtual environment of activity are considered, attention is paid to the social directions of professional training of a computer specialist, in particular, ethical responsibility. Attention is focused on the nature and types of social consequences and spiritual and cultural changes generated by the informatization of society, determined by the social conditions in which the informatization process takes place, and the problem itself is due to the relationship between the man, computer, and society. The advantages and risks of training professionals in the given specialty are indicated and the main possible approaches are substantiated. It is shown that with the emergence of a new type of information life, which is considered as a general humanitarian philosophical problem, it is necessary to humanize professional education. The problems of the theoretical analysis and determination of the ontological status of virtual reality, the phenomenon of human computer dependence are described. It is indicated that a special responsibility lies with computer specialists, whose professional training should include not only the assimilation of educational material to ensure successful professional activity in the future, but it must take into account the social needs of society.

Philosophical and Legal Club "Moral Dimension of Law" as a Significant Element of the Law University Charisma and a Factor in Improving the Quality of Training Professionals

Based on the activities of the philosophical and legal club "Moral Dimension of Law," the author attempts to comprehend the reasons for the long-term charisma of this open, self-governing academic and educational organization operating on the basis of the university department of philosophy and sociology. The paper substantiates the idea that it is the ethical character, the corresponding motivated and consistent efforts in the direction of improving morality in law that determine the stable interest on the part of students (and not only students). Behind this lies the socio-cultural need for the reproduction and cultivation of spiritual bonds. At the moment of the unity of the objective (true values) and the subjective (freedom at the personal level), a spark of living creativity appears, which cannot be evoked somehow artificially and edifyingly. Persistent demonstration of the mission of restoring justice also attracts due to its opposition to the evil. It is also important to understand the importance of constant moral and philosophical examination of problems and situations, which is directly related to improving the quality of training professionals.

Competencies possessed by the training professionals of agricultural training institutes in Punjab, Pakistan

Professional competencies are considered as key to perform job responsibilities. Training professionals of Agricultural Training Institutes (ATIs) are engaged in imparting various skills and expertise to extension field staff in the form of training so that they would perform their tasks and responsibilities in a better way to disseminate advanced agricultural knowledge. In this scenario, the present study was designed to investigate various competencies possessed by the training professionals of ATIs in the Punjab province of Pakistan. For this purpose, data was collected from all training professionals working in all ATIs of Punjab Province in Pakistan. A well-structured questionnaire was developed as an instrument of the study. Descriptive statistics including frequencies, means and standard deviations were applied through Statistical Packages for Social Sciences. Results reveal that training professional of ATIs possess computer skill especially MS word and email skills. Motivational skills, lecture delivery skills and communication skills were ranked at top, which are being possessed by training professionals. Moreover, the results recommend that the government should launch capacity building programs to develop professional competencies of training professionals on regular basis.