Social capital as a constitutive element of public security

When looking for new solutions to the old social problems, people pay attention to important issues for the good functioning of today’s society, including interpersonal relations, trust, or standards. The term “social capital” has been used for several decades to describe and explain social and political as well as economic changes that took place as a result of the social and economic transformation. It also refers to activities including, among others, the creation of partnerships and democratic relations in local communities in which the social capital forms a basis of permanent networks of social involvement, trust, and mutuality. The purpose of this article is to present the benefits of the local community arising from social capital resources and their positive impact on public safety.

Epilogue

This Epilogue encapsulates the main thread of the book and reflects on the current state of US politics. In order to sustain democratic relations with our allies, we need also to sustain democratic relations with at least some of our opponents, even though we may see them as obstacles to achieving justice. Sustaining democracy with political opponents is not easy, as current conditions in the United States and elsewhere amply demonstrate. Yet this book does not attempt to provide a blueprint for saving democracy. It only aspires to demonstrate that the project of restoring democracy is in part a task within each citizen to manage psychological and cognitive forces that impede the democratic ethos.

POLÍTICAS DE DEMOCRATIZAÇÃO/DESCENTALIZAÇÃO NA GESTÃO ESCOLAR DE VITÓRIA DA CONQUISTA - BA: encontros e desafios

Este artigo alterca sobre as políticas de democratização/descentralização na gestão escolar, tendo como categoria de análise as políticas de democratização implantadas e implementadas no município de Vitória da Conquista, Bahia, nos últimos dez anos. Desde 1986 o referido município defende a bandeira de luta pelos ideários democráticos e participativos na gestão escolar por meio de eleição direta e secreta para diretores e vice-diretores, com a disposição do Estatuto do Magistério pela Lei nº 394, decretada em dezembro de 1986, ora revogada pela Lei nº 1.762, de 30 de junho de 2011. Nesse contexto, nota-se a ruptura quanto à organização da gestão escolar na rede municipal de ensino, cuja descentralização institui as relações democráticas que transformam as instituições educacionais. Todavia, nos últimos anos esse processo tem se apresentado de forma retrógrada, uma vez que o interesse por parte dos profissionais inseridos nas instituições municipais em participar, sobretudo, do processo de eleições livres e diretas se desconfigurou e o cenário de outrora vem se fortalecendo, por meio de indicações do Chefe do Poder Executivo Municipal.DEMOCRATIZATION/DECENTALIZATION POLICIES IN SCHOOL MANAGEMENT OF VITÓRIA DA CONQUISTA - BA: consensus and challengesAbstract This article discusses the democratization/decentralization policies in school management, having as a category of analysis the democratization policiesdeployed and implemented in the municipality of Vitória da Conquista, Bahia, in the last ten years. Since 1986, the aforementioned municipality defends the banner of struggle for democratic and participatory ideas in school management by means of a direct and secret election for principals and deputy principals, with the provision of the Statute of the Magisterium by Law No. 394, enacted in December 1986, now revoked by Law No. 1,762, of June 30, 2011. In this context, there is a rupture in the organization of school management in the municipal school system, whose decentralization establishes the democratic relations that transform educational institutions. However, in recent years, this process has presented itself in a retrograde way, since the interest on the part of the professionals inserted in the municipal institutions to participate, above all, in the process of free and direct elections has been disfigured and the scenario of the past has been strengthening, through indications from the Head of the Municipal Executive Branch.Keywords: Democratization. Decentralization. School management. Educational policies.POLÍTICAS DE DEMOCRATIZACIÓN/DESCENTALIZACIÓN EN LA GESTIÓN ESCOLAR DE VITORIA DA CONQUISTA - BA: encuentros y desafíosResumen Este artículo analiza las políticas de democratización/descentralización en la gestión escolar, teniendo como categoría de análisis las políticas de democratización implementadas e implementadas en el municipio de Vitória da Conquista, Bahía, en los últimos diez años. Desde 1986 el referido municipio defiende la bandera de la lucha por las ideas democráticas y participativas en la gestión escolar mediante la elección directa y secreta de directores y subdirectores, con lo dispuesto en el Estatuto del Magisterio mediante la Ley N ° 394, promulgada en diciembre de 1986, ahora derogada por la Ley N ° 1.762, de 30 de junio de 2011. En este contexto, se produce una ruptura en la organización de la gestión escolar en el sistema escolar municipal, cuya descentralización establece las relaciones democráticas que transforman las instituciones educativas. Sin embargo, en los últimos años este proceso se ha presentado de manera retrógrada, ya que se ha desfigurado el interés de los profesionales insertados en las instituciones municipales por participar, sobre todo, en el proceso de elecciones libres y directas y se ha fortalecido el escenario del pasado. a través de indicaciones del Jefe del Poder Ejecutivo Municipal.Palabras clave: Democratización. Descentralización. Gestión escolar. Políticas educativas.

PODSTICANJE ASERTIVNE KOMUNIKACIJE UČENIKA PUTEM RADIONIČARSKOG RADA U OKVIRU ODELJENSKE ZAJEDNICE

The study discusses the assertive style of communication as a constructive pattern in the realization of social interactions of pupils and the formation of a quality pedagogical climate in the classroom. The classroom teaching is recognized as an opportunity to develop non-violent communication and democratic relations of pupils, and a teacher is perceived as a key actor in encouraging a cooperative atmosphere and prosocial behavior of pupils. Workshops are presented as an effective form of experiential, cooperative and active learning, which contribute to the regulation of interpersonal relationships of pupils. The practical value of the work is reflected in the presentation of the educational workshop, designed to enable pupils to apply an assertive style of communication. Since the establishment and development of successful interpersonal communication in teaching depends on a teacher, the study points out the importance of developing his/her social competencies. Orientation towards permanent education and continuous development of reflective practice is the priority of the modern teacher, who aspires to change and innovate the teaching process. School practice requires the modernization of teacher education and its professional roles, in order to achieve the educational function and develop pupils’ competencies for life in the 21st century.

Pensar o direito humano à educação

Thinking about the human right to education and its implementation, or not, in different educational “spaces-times” requires the investigation of “policies-practices”, in search of evidence of contribution to social emancipation that could be produced in them. With this methodical understanding of how to investigate the human right to education, the text aims to discuss ideas produced by researchers in multiple interventions in the world of life and the converging of those ideas, in the ways and means of their conception, in order to consolidate some principles –human dignity among them – in what has been called the right to education. Addressing this right of youth, adults, and the elderly largely motivates the reflections of the text, by understanding that the exercise of this right requires access to knowledge in plural and egalitarian contexts that respect previous knowledge and guarantee freedom of democratic participation, in which individual and social rights to learning and dignified citizenship are exercised by all. Focusing on the experience of everyday educational “policies-practices” that move in this direction, because by developing solidarity and more democratic relations between subjects, knowledge and cultures, the authors end by asking how these actions in these experiences contribute to broaden the emancipatory characteristic of these initiatives as they mature criticism as a device for more effective “reflections-actions”.

PUBLIC-PRIVATE PARTNERSHIPS: ORIGIN, LIMITATIONS AND PROSPECTS FOR PUBLIC SECTOR ACCOUNTING

ABSTRACT The main objective of this research is to identify and discuss theoretically the advances, limitations and perspectives pointed by international research to improve the accountability and evaluation aspects of PPPs. This is a theoretical essay based on the Public Choice Theory to show that the PPP accounting treatment is relevant to avoid lack of transparency and accountability, mitigating possible losses in the decision-making process and the ineffective allocation of public resources. The discussion of topics reveals the importance of public accounting in measuring the financial and social consequences that the shared responsibility of PPPs can have, defending the public interest and democratic relations. It is argued that different factors may influence PPP accounting issues, involving governance limitations, institutional weaknesses, widespread corruption, lack of transparency, weak regulatory environments, power imbalances between partners, lack of political commitment and trust. Finally, some accounting research questions and topics are presented that should be considered to prevent private interest from overriding the public interest in contracting a PPP.

Limites e desafios da educação inclusiva no campo: a experiência do projeto educativo do MST

The objective of this research was to analyze the Inclusive Education in MST guiding documents, more specifically, in its education proposal. For the development of the study, bibliographic research and documentary analysis were used. The Movement of Landless Rural Workers (MST) is the main Brazilian movement of struggle and resistance for land and against the advancement of capitalism. To defend its ideas, the MST chooses as one of the central lines the development of an emancipatory education, which combines work and education in the management of production, through democratic relations and actions. The research seeks to investigate how the Movement treats inclusion in its educational project, therefore, an approximation was established between Special and Inclusive Education, and these with Rural Education, based on the guidelines expressed in the MST pedagogical project. It was possible to verify general organizational principles, but, due to the territorial dimension of the Movement's actions, and the respect for the particularities of the actions taken in the localities, the different educational experiences of the MST may disagree, to a greater or lesser extent, with each other.

THE EDUCATIONAL CONTEXT OF THE FAMILY FROM THE POINT OF VIEW OF TALCOTT PARSONS` STRUCTURAL-FUNCTIONAL THEORY IN COMPARISON WITH SOME CHARACTERISTICS OF MODERN FAMILY

Today, there are numerous theories about the family and each of these theories approaches the basic issues of the family in a specific way. This paper deals specifically with the structural functionalistic view of the family, and since Talcott Parsons was one of its most important representatives, attention is focused on his approach to the family. The aim of our paper is to try to give a critical review of how Parsons saw the family, its functions, structure, roles, relationships between its members, the values ​​it aspired to, i.e. to look at the whole educational context of such a family. Also, we will try to compare the basic assumptions of his theory with some dominant characteristics of the functioning of a modern, i.e. to assess whether the so-called. ideological familism continues to sustain in the manner and functioning of the family of Western society. We came to the conclusion that despite the general social aspirations for the family to be based on democratic relations, much of what was characteristic of the family in the middle of the last century remains unchanged in practice, and some things are even intensified. The construct of intensive parenting was noticed as a big problem because it creates unrealistic demands for both parents and children.

Place of Executive Authorities in the Realization of the Right to Freedom of Peaceful Assembly

The issue of realizing the right to freedom of peaceful assembly is one of the most pressing and problematic issues in the development of democratic relations in society. Since the realization of the right to freedom of peaceful assembly implies that the subject of realizing this right has a duty to notify, the purpose of this article is to determine the place of executive authorities while notifying the intention to the realization of the right to freedom of peaceful assembly. The scientific novelty consists in the fact that the article describes the executive agency as the object of notification of the intention to realize the right to freedom of peaceful assembly and the legal regulation of this object in obtaining such notice. In particular, the legal regulation of the powers of executive authorities, as objects of notification of the intention to realize the right to freedom of peaceful assembly and the legislative regulation of the latter to be such objects. The current national legislation of Ukraine does not contain norms that would directly determine the executive authorities as objects of notification of the intention to realize the right to freedom of peaceful assembly. The existing legislative provisions on the object of the notification determine the object in general, using an alternative way of presenting the norm, which does not contribute to legal certainty and predictability. At the same time, this state of affairs, with the definition of the executive authorities as the object of notification, makes it impossible for the timely and complete fulfillment of the obligation of the holder of the right to freedom of peaceful assembly, which may lead to unjustified application of legal liability measures.