Dissertations / Theses on the topic 'Cuban education'
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Lourenço, Cileine I. de. "Negotiating Africanness in national identity : studies in Brazilian and Cuban cinema /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794983620659.
Full textMinichino, Mario John. "In Our Image: The Attempted Reshaping of the Cuban Education System by the United States Government, 1898-1912." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5275.
Full textEsqueda, Octavio J. "Theological Higher Education in Cuba: A Case Study of the Eastern Cuba Baptist Theological Seminary." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4331/.
Full textCisneros, Arnott Margaret Isabel. "The effect of acculturation on career decision-making self-efficacy and the career interests of Cuban American middle school students /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501403366.
Full textde, la Gándara Christie. "Cultivating Habits of Faith: The Power of Latina Stories and Practices to Educate U.S. Catholics in the Faith." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109134.
Full textThe Catholic Church’s formal documents throughout the centuries have celebrated and affirmed the role of parents educating their children on faith matters in the context of the home. Nevertheless, the Church offers parents very little practical guidance as to how they can make their home a domestic church or what they can do to organically and consistently incorporate the faith into daily life. As the Church analyzes why presently 6 Catholics are disaffiliating for every new member that joins, it must reconsider the lack of attention the home has received as an authoritative space for religious transmission. The home, as a sacramental space, has the potential to call attention to the divinity that surrounds us and invites us to action and awakening. It is also the haven where we nurture our most important and loving relationships that initiate us into the faith. The home is also a space for negotiation, that is, where we learn to wrestle with mystery and ambiguity. Critical dialogues within the home are imperative to engaging the present world from a Catholic perspective. This dissertation conducted an ethnographic study of a group of Miami-based Cuban American Catholic women across two generations. The women were chosen based on their active involvement within the Catholic Church. The study found that 100% of the women were successful in transmitting their Catholic faith to their daughters due to four socialization practices. Faith modeling by extended kin, engagement in social justice vocations across the community, explicitly affirming the personalization of daily rituals such as prayer, and finally, ongoing intergenerational dialogues were found in the stories of all the women participants. Religious imagination is the glue that holds all of the moving pieces (home, women and socializing praxis) in this dissertation. I provide herein a midrash of Matthew 27:57-61 to illustrate how the physical and relational components of the Cuban-American home serve to negotiate a hermeneutic that is matriarchal, bottom-up, and interdisciplinary. The hermeneutic echoes the message of the women studied herein; namely, that a community working together in the midst of dislocation is already being liberated. Noting the psycho-social importance of a cohesive narrative identity and its impact on authentic faith transmission calls into question whether the pedestrian nature of the home has led to mistaken notions of this pedagogy being too simplistic. Nevertheless, in telling stories and (de/re)constructing life narratives, individuals are placed within the larger scheme of history, redemptive sequences are analyzed and building resilience, and the stories themselves become a safe space from which to discern larger questions. This dissertation proposes communal, home-based activities as an effective method for faith transmission as it fosters the necessary intimacy to share relevant and passionate stories that powerfully answer why being Catholic truly matters now and to our next generation
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
Magana, Nelson. "A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3686.
Full textSurbaugh, Kerri. "An Investigation of the Effects of the Parasitic Nematode Aplectana hamatospicula on the Performance and Behavior of Cuban Treefrogs (Osteopilus septentrionalis)." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7962.
Full textJohnston, Laurie Ann. "Por la escuela Cubana en Cuba libre : themes in the history of primary and secondary education in Cuba, 1899-1958." Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244509.
Full textGonzález, Héctor Manuel. "Conciencia socialista and education in Cuba." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22710.pdf.
Full textSmith, Steven John. "English language teacher education in Cuba : context, pedagogy and identity." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/59959/1/Steven_Smith_Thesis.pdf.
Full textOsborne, Teresa Squires. "Politics and Education: The Nicaraguan Literacy Crusade." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/2038.
Full textDale, Julia Edna Sheelagh. "From house to school : adaptive re-use of housing for primary education in Havana, Cuba." Thesis, University of Newcastle upon Tyne, 2005. http://hdl.handle.net/10443/3599.
Full textPichler, Adelheid, and Erich Striessnig. "Differential vulnerability to hurricanes in Cuba, Haiti, and the Dominican Republic: the contribution of education." The Resilience Alliance, 2013. http://dx.doi.org/10.5751/ES-05774-180331.
Full textDigiovanni, Alayde Maria Pinto. "Brasil e Cuba: um estudo comparado sobre políticas públicas de educação básica e as articulações com a psicologia, entre as décadas de 1960 e 1990." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/84/84131/tde-18042017-133112/.
Full textThis research covers as a theme the public policies of the basic education in Brazil and Cuban. Its main purpose is to analyze the constitution and implementation of such educational policies in the referred countries and the role of the psychology in this process, in the time lapse between the decades of 1960 and 1990. It is a study comparative tanking into the perspectives of the historic materialism and dialectic. For such, we reconstitute the history of the political and economics processes of each Nation and their relation to the international economic policy, using above all the legislation and official documents. In Brazil, the development model of a dependent capitalism did not prioritize an education to all and with quality, by far, and the psychology role in the educational policy took place in an indirect manner and without an organization from the professionals in this field. On the other hand, Cuba articulated the construction of a socialist society and a quality universal education, in which the psychology acted direct and collectively. We have concluded that there is an intimate relation between economy, educational policies and psychology that is shown in the results achieved in the public education of those two countries, despite the fact that such results are extremely distinct.
Fletcher, Steven Eugene-Scott. "EFFORTS TOWARDS THE SYNTHESIS OF SPIROLIGOZYMES AND PHOTOCHEMICAL METHODS FOR ACCESSING CYCLOBUTANOIDS AND CUBANE – LIKE COMPOUNDS." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/550519.
Full textPh.D.
This work describes the culmination of two separate projects. In the first endeavor, efforts to synthesize peptidomimetics are described using trans-hydroxy proline to make a functionalized bis-peptides, or spiroligomers. The bis- peptide was then tested for catalytic activity on esterification reactions. The remainder of this manuscript describes a method to create complex molecular scaffolds using [4 + 4] photocycloaddition of trimethylsilyl substituted benzyl ethers tethered to 2 – pyridones. Upon irradiation at low concentrations, these structures intramolecularly react to give cyclobutanoid compounds. Initially, it was thought that [4 +4] photoreactions would would yield cyclooctanoid structures. Finally, a meta substituted methyl ester is intramoleculary reacted with a benzyl pyridone and eventually transformed into a dimethyl alcohol, creating a cubane – like structure. This caged structure is then subjected to rearrangement when exposed to strong acid conditions.
Temple University--Theses
Rempatsiou, Tania. "Towards sustainable development : A comparative case study of ESD for TVET policies and practices between Cuba and Sweden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-161454.
Full textBuchberger, Helena. "Teacher Developmen in Cuba : An analysis of two strategies." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-127273.
Full textMålet med den här studien är att beskriva två lärarutvecklingsstrategier i Kuba och analysera hur de påverkar lärarnas professionella utveckling. De undersökta strategierna är metodologiska arbetsmöten och vidareutbildning vid universitet. Åtta gymnasielärare intervjuades och det analyserades hur deras professionella utveckling påverkats av de kubanska lärarutvecklingsstrategierna. Modellen som använts är the interconnected model of professional growth (Clarke & Hollingsworth, 2002).Resultaten visar att de metodologiska arbetsmötena uppmuntrar lärarna att arbeta kollektivt med att utveckla utbildningen i sin skola. Universitetsvidareutbildning, vad andra sidan, främjar individuell reflektion över praktiska skolrelaterade problem. Resultatet indikerar att den organisation av arbetet som båda lärarutvecklingsstrategierna medför stimulerar lärarna att utvecklas.
Castillo, Ludmila Lee [UNESP]. "Práticas arteducativas com jovens em Cuba: leituras contemporâneas do político e do ético em uma experiência moderna." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/143080.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A Arteducação em Cuba é um campo ainda a ser definido e aprofundado. Seu surgimento está relacionado ao contexto de liminaridade da ilha a partir dos anos noventa. É neste período que se torna visível um esvaziamento do conceito do político, provocado pela operação do dispositivo da institucionalização. Para quebrar a ação do mesmo, se usaram as práticas arteducativas como táticas profanadoras. Elas se distinguem pela presença do político, reativando novas configurações do ser e do agir. Nesse sentido, a dissertação pretende refletir a partir de uma experiência arteducativa juvenil acontecida na ilha entre 2008-2013 e à luz da perspectiva contemporânea, sobre a incidência do político na ressignificação da condição ética de seus participantes.
La Arteducación en Cuba es un campo en definición. Su surgimiento está relacionado al contexto de liminaridad de la isla a partir de los años noventa. Es en este período que se visibiliza un vaciamiento del concepto de lo político, provocado por la operación del dispositivo de la institucionalización. Para romper la acción del mismo, se emplearon las prácticas arteducativas como tácticas profanadoras. Ellas se distinguen por la presencia de lo político, reactivando nuevas configuraciones del ser y el actuar. En ese sentido, la disertación pretende reflexionar a partir de una experiencia arteducativa juvenil acontecida en la isla entre 2008-2013 y a la luz de la perspectiva posmoderna, sobre la incidencia de lo político en la resignificación de la condición ética de sus participantes.
The Art-education in Cuba is a field still in definition. Their emergence is related to the context of liminality lived on the island from the nineties. It is in this period that made visible an emptying of the concept of the political, caused by the operation of the device of institutionalization. To interrupt the action of this, were employed the art-educative practices as desecrator tactics. They are distinguished by the presence of the political, reactivating new configurations of being and acting. In that sense, the dissertation aims to reflect, from the youthful experience art-educative that took place on the island between 2008-2013 and in the light of the perspective postmodern, on the incidence of the political in the redefinition of ethics condition of its participants.
CNPq: 190377/2013-5
Siegel, Jeffrey A. "An Evaluation of the Evangelism Courseat the House Church Seminary in Cuba with an Emphasis on Sports Evangelism." Thesis, Nyack College, Alliance Theological Seminary, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265654.
Full textThe author presents that Cuban house churches lack leaders who can evangelize their own people without help from Christians of other countries. This is a problem in ministry for the indigenous house church leaders in Cuba. The project was “experimental research,” in which an intervention in evangelism training was introduced and then evaluated. He recruited 60 participants and used a 40-item Evangelism-Ready Checklist to measure participants’ perceived confidence levels in their ability to do evangelism. The researcher interviewed 60 participants and searched for indicators of increased confidence levels in students’ ability to do evangelism on their own. The true picture of the participants’ confidence in their evangelism-readiness was to take into account their sense that some topics were not covered sufficiently. Both the quantitative data and their interview data at six months post revealed great confidence and was combined with qualitative interview data to give the full picture. Recommendations were offered on how the evangelism training course could be improved.
Silva, Edilson Azevedo da [UNESP]. "O jogo na perspectiva da teoria histórico-cultural na educação infantil de Cuba." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/90196.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A presente pesquisa apresenta os resultados acerca da investigação sobre O Jogo na Perspectiva da Teoria Histórico-Cultural na Educação Infantil de Cuba. Vincula-se à Linha de Pesquisa Práticas Educativas e Formação de Professores e teve origem no conhecimento empírico de que os docentes brasileiros, em geral, parecem apresentar dificuldades de conceber o jogo e a brincadeira como atividade principal da criança, capaz de promover desenvolvimento das capacidades superiores de pensamento; na inquietação provocada pela utilização de jogos, pelas Instituições de Educação Infantil do Brasil, como meio didático para ensino de conteúdos específicos, o que reduz o ato de brincar a um fim utilitarista; e no modo como o Referencial Curricular Nacional para a Educação Infantil (BRASIL, 1998) concebe o brincar. Optou-se pela análise do Sistema Nacional de Educação de Cuba, enfatizando o subsistema da educação Pré-escolar. O objeto do trabalho se constituiu no estudo do jogo relacionado à criança pequena, no contexto da Educação Infantil em Cuba, iluminado pela Teoria Histórico-Cultural de Vygotsky e seguidores, com base nos seguintes pressupostos: o conceito de jogo (principalmente o de papéis) como atividade principal, os conceitos de mediação, de zona de desenvolvimento proximal e de atividade principal. A investigação ocorreu com base na análise dos Documentos Normativos para a Educação Infantil de Cuba, a partir dos objetivos: caracterização do contexto sociocultural de Cuba; mapeamento da situação escolar no país, com ênfase na educação pré-escolar, e análise do currículo dos programas destinados a essa faixa...
The present work presents the findings of the research on “The role of playing from the historic-cultural theory perspective in Pre-school Education in Cuba”. It has been linked to the issue of “Educational Practice and Formation of Teachers” and it has also been originated from the empirical knowledge that Brazilian teachers in general seem to show some difficulties to consider playing and games as the main activity of children, which favors the development of advanced capabilities of thinking. It was also based on the interest of studying the use of games in institutions of Pre-school Education in Brazil as a didactic means for teaching specific contents that reduces the fact of playing to a utilitarian aim. The way the National Curricular Referential for the Pre-school Education (BRASIL, 1998) conceives playing has been considered as well. The analysis of the National System of Education in Cuba has been chosen and the emphasis is on Pre-school Education. The object of study was shaped by studying playing in relation to small children within the context of Pre-school Education in Cuba, seen from the historic-cultural perspective of Vygotsky and followers. It has its bases on the following assumptions: the concept of playing (mainly playing roles) as the main activity, concepts of mediation, concepts of zone of proximal development and that of main activity. The research was done by analysing the Documentos Normativos for Preschool Education in Cuba with two objectives: caracterization of the socio-cultural context of Cuba and the mapping of the school situation in the country ... (Complete abstract click electronic access below)
Torchon, Jeffrey M. "Enrique Jorrín and Cha-Cha-Chá: Creation, Historical Importance, and Influences on American Music Education." Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/364953.
Full textM.M.
One of the most distinctive musical genres that originated in Cuba over the last century has been Cha-Cha-Chá, which was created by Enrique Jorrín in the 1950s. The popularity of this music has grown considerably since its genesis, evidenced by the vast array of repertoire associated with the style of music, the multitude of bands performing it and its prevalence in popular culture. The music has traveled the world via aural transmission; advances in technology have helped to disseminate Cha-Cha-Chá and have contributed to its prevalence. Very little research—particularly research written in the English language—exists on this genre and its creator. Due to its musical significance and social impact, it is important to understand Cha-Cha-Chá’s place in modern Cuba and how it has been preserved over time. The purpose of this study is to discuss Enrique Jorrín’s influence on the creation and performance of Cha-Cha-Chá, and to discuss the importance of Cha-Cha-Chá in American music education.
Temple University--Theses
Allison, Jessica Leigh. "Developing Medicine: Cuba, Modernization, and Public Health, 1898-1945." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3570.
Full textSilva, Edilson Azevedo da. "O jogo na perspectiva da teoria histórico-cultural na educação infantil de Cuba /." Presidente Prudente : [s.n.], 2010. http://hdl.handle.net/11449/90196.
Full textAbstract: The present work presents the findings of the research on "The role of playing from the historic-cultural theory perspective in Pre-school Education in Cuba". It has been linked to the issue of "Educational Practice and Formation of Teachers" and it has also been originated from the empirical knowledge that Brazilian teachers in general seem to show some difficulties to consider playing and games as the main activity of children, which favors the development of advanced capabilities of thinking. It was also based on the interest of studying the use of games in institutions of Pre-school Education in Brazil as a didactic means for teaching specific contents that reduces the fact of playing to a utilitarian aim. The way the National Curricular Referential for the Pre-school Education (BRASIL, 1998) conceives playing has been considered as well. The analysis of the National System of Education in Cuba has been chosen and the emphasis is on Pre-school Education. The object of study was shaped by studying playing in relation to small children within the context of Pre-school Education in Cuba, seen from the historic-cultural perspective of Vygotsky and followers. It has its bases on the following assumptions: the concept of playing (mainly playing roles) as the main activity, concepts of mediation, concepts of zone of proximal development and that of main activity. The research was done by analysing the Documentos Normativos for Preschool Education in Cuba with two objectives: caracterization of the socio-cultural context of Cuba and the mapping of the school situation in the country ... (Complete abstract click electronic access below)
Orientador: José Milton de Lima
Coorientador: Gilza Maria Zauhy Garms
Banca: Zilma de Moraes Ramos de Oliveira
Banca: Laura Marisa Carnielo Calejon
Mestre
Daniels, John Dennis II. "Edifying Design-Build: Towards a Practice and Place based Architectural Education." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/82553.
Full textMaster of Architecture
Salinas, Helen. "Teacher collaboration and development in practice : An ethnographic approach to language teachers’ professional development in a university and an upper secondary school in Cuba." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182740.
Full textAbba, María Julieta. "Límites y potencialidades para el desarrollo de una internacionalización de la educación superior necesaria: estudio de caso de La UNILA (Brasil) y La ELAM (Cuba)." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7062.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
No atual contexto de internacionalização da educação superior na América Latina, este trabalho investiga os limites que enfrentam e as potencialidades que apresentam os estudos de caso da Universidade Federal para a Integração Latino-Americana (UNILA-Brasil), e a Escuela Latinoamericana de Medicina (ELAM-Cuba), para se desenvolver como experiências de universidades e de internacionalização necessária. Desta forma, se realiza um estudo qualitativo, de tipo descritivo e exploratório, que se fundamenta mediante um enfoque histórico, estrutural e dialético. Utilizaram-se diversas fontes de dados como entrevistas semi-estruturadas, questionários, observações registradas no caderno de campo e um registro fotográfico; enquanto as técnicas escolhidas para a análise das informações foram a triangulação de dados e a análise documental. Na dimensão teórica, a pesquisa se sustenta em autores clássicos e contemporâneos que colaboram para o estudo da identidade e do pensamento latino-americano, assim como da universidade e da internacionalização da educação superior como elementos que envolvem forças em constante tensão. A este respeito, se utiliza a antinomia construída por Darcy Ribeiro sobre a universidade questionada e a universidade necessária, para problematizar a abordagem das principais temáticas deste trabalho. As categorias de análise se construíram a partir destes aportes teóricos, contemplando três categorias em cada modelo de universidade. Na universidade questionada: 1) Dependência, 2) Exclusão, e 3) Relação inorgânica entre universidade-sociedade; e na universidade necessária: 1) Autonomia, 2) Diálogo intercultural crítico e transversal, e 3) Relação orgânica entre universidade-sociedade. Após a implementação dos instrumentos de coleta de dados, desenvolvida no campo empírico, se efetuou a matriz de análises, organizada por eixos que incluíam uma relação de tensão entre diversas categorias dos dois modelos de universidade, assim como por dimensões, construídas a partir dos atores da investigação: gestores, docentes e estudantes/graduados. A triangulação de dados permitiu constatar que as experiências da UNILA e da ELAM apresentam semelhanças enquanto aos limites e potencialidades significativas para desenvolver-se como experiências de universidades e de internacionalização necessária. Entre os limites pode-se destacar a vulnerabilidade às mudanças de contexto econômico-político nacional, regional e internacional, o qual trouxe consigo um segundo limite que foi a modificação do projeto institucional que deu origem a ambas universidades. As potencialidade encontradas foram a promoção da integração regional; a preocupação pela formação de pensamento crítico; o ambiente de interculturalidade e diversidade; o enriquecimento pessoal e acadêmico a partir do intercâmbio com diferentes culturas; a formação através de valores como a solidariedade e o humanismo; e a resistência frente aos embates e mudanças políticas-econômicas em diferentes níveis. Considera-se que os limites e as potencialidades encontradas na UNILA e na ELAM convivem sob uma relação de tensão desde o interior de cada uma delas, sendo estas disputas um motor essencial para conseguir viabilizar esta concepção de outra internacionalização: a necessária.
Within the current context of internationalization of higher education in Latin America, this work investigates the potentialities and the limits encountered in the case study approach of the Universidade Federal para a Integração Latino-Americana (UNILA-Brasil) and the Escuela Latinoamericana de Medicina (ELAM-Cuba), to develop themselves as needed experiences of universities and internationalization in higher education. Thus, it is realized a qualitative study of descriptive and exploratory type, which is based through a historical, structural and dialectical approach. It was used diverse data sources as semi structured interviews, questionnaires, observations registered in the fieldnotes and photographic register; whilst the techniques chosen to analyze this data were the data triangulation and documental analysis. In the theoretical dimension, this research is based in classic and contemporary authors which collaborate to the studies of the identity and the Latin American thinking, as well as the university and the internationalization of higher education as elements which implicate constant straining forces. Thereupon, it was used the clash between two ideas designed by Darcy Ribeiro about the questioned university and the needed university, to problematize the approach of the dominant themes of this work. The analyzed categories were built from those theoretical contribution, contemplating tree categories in each university model. In the questioned university: 1) Dependency, 2) Exclusion, and 3) Inorganic relation between university – society; and in the needed university: 1) Autonomy, 2) Critic intercultural and transversal dialogue, and 3) Organic relation between university-society. After the implementation of the data collecting instruments, developed in the empirical field, the analyses were performed, it was organized in axes which included a strained relation between various categories of the two models of university, within some dimensions built from the investigated actors such as: managers, professors and students/alumni. The data triangulation allowed to verify that the experiences of UNILA and ELAM show significative resemblance concerning the limits and potentialities of those two universities to develop themselves in experiences of university and internationalization needed. Among the limits stands out the vulnerability to changes in the economical – political and national context, which brought forward a second limit which was the modification of the institutional project the very one which gave origin to both universities. The potentialities found were the promotion of regional integration; the concern for formation of a critical thinking; the intercultural and diverse environment; the personal and academic enrichment from the perspective of interchange with diverse cultures; the formation through values such as solidarity and humanism; and the resistance in face of blows and political – economical changes at distinct levels. It is considered that the limits and potentialities found at UNILA and ELAM live together under a strain relation in the indwelling of each one of them, being these quarrels the essential engine to get to make feasible this conception of other internationalization: the needed one.
En el actual contexto de internacionalización de la educación superior en América Latina, este trabajo investiga los límites que enfrentan y las potencialidades que presentan los estudios de caso de la Universidade Federal para a Integração Latino-Americana (UNILA-Brasil), y la Escuela Latinoamericana de Medicina (ELAM-Cuba), para desarrollarse como experiencias de universidades y de internacionalización necesaria. Para ello, se lleva a cabo un estudio cualitativo, de tipo descriptivo y exploratorio, que se fundamenta mediante un enfoque histórico, estructural y dialéctico. Se utilizaron diversas fuentes de datos como entrevistas semi-estructuradas, cuestionarios, observaciones registradas en cuaderno de campo y un registro fotográfico; mientras que las técnicas escogidas para el análisis de las informaciones fueron la triangulación de datos y el análisis documental. En la dimensión teórica, la investigación se sustenta en autores clásicos y contemporáneos que colaboran para el estudio de la identidad y del pensamiento latinoamericano, así como de la universidad y de la internacionalización de la educación superior como elementos que involucran fuerzas en constante tensión. Al respecto, se utiliza la antinomia construida por Darcy Ribeiro sobre la universidad cuestionada y la universidad necesaria, para problematizar el abordaje de las principales temáticas de este trabajo. Las categorías de análisis se construyeron a partir de estos aportes teóricos, contemplando tres categorías en cada modelo de universidad. En la universidad cuestionada: 1) Dependencia, 2) Exclusión, y 3) Relación inorgánica entre universidad-sociedad; y en la universidad necesaria: 1) Autonomía, 2) Dialogo intercultural crítico y transversal, y 3) Relación orgánica entre universidad-sociedad. Luego de la implementación de los instrumentos de recolección de datos, desarrollada en el campo empírico, se efectuó la matriz de análisis, organizada por ejes que incluían una relación de tensión entre diversas categorías de los dos modelos de universidad, así como por dimensiones, construidas a partir de los actores de la investigación: gestores, docentes y estudiantes/graduados. La triangulación de datos permitió constatar que las experiencias de UNILA y la ELAM presentan similitudes en cuanto a los límites y potencialidades significativas para desarrollarse como experiencias de universidades y de internacionalización necesaria. Entre los límites se puede destacar la vulnerabilidad a los cambios del contexto económico-político nacional, regional e internacional, lo cual trajo aparejado un segundo límite que fue la modificación del proyecto institucional que dio origen a ambas universidades. Las potencialidades encontradas fueron la promoción de la integración regional; la preocupación por la formación de pensamiento crítico; el ambiente de interculturalidad y diversidad; el enriquecimiento personal y académico a partir del intercambio con diferentes culturas; la formación a través de valores como la solidaridad y el humanismo; y la resistencia frente a los embates y cambios políticos-económicos en diferentes niveles. Se considera que los límites y potencialidades encontrados en la UNILA y la ELAM conviven bajo una relación de tensión hacia el interior de cada una de ellas, siendo estas disputas un motor esencial para conseguir viabilizar esa concepción de otra universidad y de otra internacionalización: la necesaria.
Limbach, Holli E. "Hugo F. Huber, 1869-1934 Interior Decorator Stan Hywet Manor, Akron, Ohio." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1272217507.
Full textGriffiths, Thomas. "The development of secondary school education in revolutionary Cuba, 1959-1991: A world-systems approach." 1998. http://hdl.handle.net/1959.13/31764.
Full textIn 1959 the popular Revolution of national liberation and independence triumphed in Cuba, extended a few years later into a Marxist-Leninist strategy for building socialism and communism on the island. In this radical social and political context, conditions were ripe for a radical alternative approach to secondary school education. This research confirms and extends existing evidence and analyses, showing that the model of secondary schooling established in revolutionary Cuba shared fundamental aspects of dominant models throughout the world. In particular, Cuba’s revolutionary schools are shown to have adopted a similar approach to mass education, as an investment in human capital and citizen formation. In the analysis of this historical phenomenon, a world-systems geocultural approach is used to describe and explain the non-exceptional form and character of Cuba’s secondary schools. The approach synthesises world-system level economic and cultural aspects, within the concept of a world-systems ‘geoculture’ of development, describing how these interrelated influences historically conditioned secondary school education policy and practice in Cuba. This process is traced through the impact of the world-economy, and related world-systems geocultural assumptions and objectives, over the political economy of Cuba’s socialist project, with direct implications for secondary school education. The world-system level conditioning influence on school policy and practice is shown to have been mediated by the particular national conditions, such that features specific to Cuba’s secondary schools are identified within the broad framework and constraints of the world-system level influence. The world-systems geocultural approach provides a viable, historical account of secondary school policy and practice in revolutionary Cuba. General continuity is identified, in accordance with the broad, world-system level influence. The historical analysis demonstrates the need for a world-system level approach, and supports the need to include world economic and cultural factors, under the geocultural framework.
Griffiths, Tom G. "The development of secondary school education in revolutionary Cuba, 1959-1991: A world-systems approach." Thesis, 1998. http://hdl.handle.net/1959.13/31764.
Full textIn 1959 the popular Revolution of national liberation and independence triumphed in Cuba, extended a few years later into a Marxist-Leninist strategy for building socialism and communism on the island. In this radical social and political context, conditions were ripe for a radical alternative approach to secondary school education. This research confirms and extends existing evidence and analyses, showing that the model of secondary schooling established in revolutionary Cuba shared fundamental aspects of dominant models throughout the world. In particular, Cuba’s revolutionary schools are shown to have adopted a similar approach to mass education, as an investment in human capital and citizen formation. In the analysis of this historical phenomenon, a world-systems geocultural approach is used to describe and explain the non-exceptional form and character of Cuba’s secondary schools. The approach synthesises world-system level economic and cultural aspects, within the concept of a world-systems ‘geoculture’ of development, describing how these interrelated influences historically conditioned secondary school education policy and practice in Cuba. This process is traced through the impact of the world-economy, and related world-systems geocultural assumptions and objectives, over the political economy of Cuba’s socialist project, with direct implications for secondary school education. The world-system level conditioning influence on school policy and practice is shown to have been mediated by the particular national conditions, such that features specific to Cuba’s secondary schools are identified within the broad framework and constraints of the world-system level influence. The world-systems geocultural approach provides a viable, historical account of secondary school policy and practice in revolutionary Cuba. General continuity is identified, in accordance with the broad, world-system level influence. The historical analysis demonstrates the need for a world-system level approach, and supports the need to include world economic and cultural factors, under the geocultural framework.
Kramer, Susan. "Education and the third world in a Cuban case-study." Thesis, 2015. http://hdl.handle.net/10539/17790.
Full textBlum, Denise Frances. "Cuban youth and revolutionary values allá en la lucha /." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3108463.
Full textBlum, Denise Frances. "Cuban youth and revolutionary values : allá en la lucha." 2002. http://hdl.handle.net/2152/11261.
Full textKempf, Arlo. "The Production of Racial Logic In Cuban Education: An Anti-colonial Approach." Thesis, 2010. http://hdl.handle.net/1807/26197.
Full textLehr, Sabine. "The children of the Isle of Youth: Impact of a Cuban South-South education program on Ghanaian graduates." Thesis, 2008. http://hdl.handle.net/1828/1243.
Full textWalker, Christopher. "Venezuela's Medical Revolution: Can the Cuban Medical Model be Applied in Other Countries?" Thesis, 2013. http://hdl.handle.net/10222/40667.
Full textThompson, Laura. "The Australian Government, the US alliance, and the Cuban Missile Crisis: A history and policy analysis." Thesis, 2017. https://vuir.vu.edu.au/35980/.
Full textSnyder, Stephen Michael. "Culturally contextualized environmental education a case study in Cuba." Diss., 1995. http://catalog.hathitrust.org/api/volumes/oclc/33447224.html.
Full textGreen, Evan T. "Education and community development The case of a primary school in Havana, Cuba /." 2006. http://proquest.umi.com/pqdweb?did=1172122581&sid=7&Fmt=2&clientId=39334&RQT=309&VName=PQD.
Full textTitle from PDF title page (viewed on Feb. 27, 2007) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Taylor, Henry L. Includes bibliographical references.
Laymon, Steven E. "Political transitions and the uses of public education : universal schooling in Cuba and Peru /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss9934083.
Full textWilliams, Joanne. "A Comparative Study of Student Attitudes to Learning: Cuba and Australia." 2006. http://eprints.vu.edu.au/599/1/599contents.pdf.
Full textWilliams, Joanne. "A Comparative Study of Student Attitudes to Learning: Cuba and Australia." Thesis, 2006. https://vuir.vu.edu.au/599/.
Full textFleming, Alicia Ann-Marie. "CAMBIOS DIALECTALES E IDIOSINCRACIAS EN LA ENSEÑANZA DEL SEGUNDO IDIOMA A ESTUDIANTES MINORITARIOS A TRAVÉS DE LA POESÍA AFROCUBANA." Thesis, 2013. http://hdl.handle.net/1805/3201.
Full textCotidianamente los profesores se hacen esta pregunta: ¿cómo pueden relacionarse mis estudiantes con la lección? Saben que si los estudiantes pudieran acoplarse con el contenido de la lección, entenderían y aprenderían con gran eficacia. En la mayoría de los distritos escolares urbanos de Indianapolis, Estados Unidos hay muchos estudiantes afroamericanos que están en clases de lengua extranjera que piensan que no existen atributos de conexión --como tradiciones y costumbres-- que tienen aspectos en común con sus propias culturas. Por otro lado, hay estudiantes afrolatinos que son nativos de esas lenguas pero a quienes no se les expone a elementos que pertenecen a su cultura o herencia. Esta investigación se enfocará en cómo los profesores pueden utilizar la poesía para enseñar una lengua extranjera; específicamente, cómo se puede utilizar la poesía afrocubana para vincular la lección a los estudiantes minoritarios y su cultura.
Rodriguez, Ivan. "La cara oculta The role of the media in Cuba. Is it education, entertainment or a weapon of a revolution? /." 2007. http://proquest.umi.com/pqdweb?did=1240709301&sid=4&Fmt=2&clientId=39334&RQT=309&VName=PQD.
Full textTitle from PDF title page (viewed on July 10, 2007) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Elder, Sarah, Roussel, Roy. Includes bibliographical references.
Ratcliffe, Ruth. "Functional and critical literacy in Yo Sí Puedo an examination of Cuba’s literacy program through a Freirean lens." Thesis, 2015. http://hdl.handle.net/1959.13/1059046.
Full textThe adult literacy program Yo Sí Puedo has taught an estimated 5 million people, predominantly although not exclusively in the Global South, to read and write yet remarkably little has been written about these various campaigns. This research draws on the works of Paulo Freire to analyse both the seminal Cuban National Literacy Campaign of 1961 as a significant influence on YSP and the academic literature on contemporary YSP campaigns in 4 diverse settings, Bolivia, Timor Leste, Aotearoa New Zealand and Australia. A Freirean framework which highlights the inter-relationships between oppression, liberation and education; dialogical and problem posing education and a specific form of conscientization within social struggle is used to analyse the YSP campaigns and draw a number of conclusions regarding how YSP can be characterised in relation both to traditional models of functional literacy and its ability to contribute to a form of critical and transformative literacy. The unique and uneven contributions of the Cuban revolution to education and international solidarity are considered within the context of the development of ALBA as an alternate pole of international cooperation that potentially offers a path away from various economic and ecological crises.