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1
Gomes, Marineide De Oliveira, and Daniel Arias Vazquez. "Projeto acadêmico e gestão democrática no ensino superior público: o caso da UNIFESP- campus Guarulhos (Academic Project and democratic management in public higher education: the case of UNIFESP – Guarulhos campus)." Revista Eletrônica de Educação 14 (May 14, 2020): 3347086. http://dx.doi.org/10.14244/198271993347.
Full textAbstract:
This work presents an experience report about the academic management (2013-2017) in the Human Sciences´campus of the Federal University of São Paulo (Unifesp), based in Guarulhos/SP, Brazil. We highlight three important aspects involved in the consolidation process of the campus and which we seek to problematize in the text: i) a perspective of democratic management, the incentive to the ecology of knowledge and the expansion of the social appropriation of the campus in its territory; ii) the limits and possibilities of collective production Political Pedagogical Project of the campus, with the identification of convergent points and their interfaces; iii) the presentation of the main academic results achieved in the period analyzed in the areas of teaching, research and extension. In the period of academic management, there were significant advances in terms of infrastructure and internal democratization, but it was not possible to construct - effectively and collectively - a solid, integrated and integrative Pedagogical Political Project. Nevertheless, important academic results were obtained for the campus, for Unifesp and also for the municipality of Guarulhos, in the areas of teaching, research and extension, even in an environment of clear dispute for internal hegemony on campus, considering the context of your implementation process.ResumoO trabalho apresenta um relato de experiência sobre a gestão acadêmica (2013-2017) no campus de Ciências Humanas da Universidade Federal de São Paulo (Unifesp), localizado em Guarulhos/SP. Destacamos três aspectos importantes envolvidos no processo de consolidação do campus e que buscamos problematizar no texto: i) uma perspectiva de gestão democrática, o incentivo à ecologia de saberes e a ampliação do pertencimento social do campus no território de sua localização; ii) os limites e as possibilidades de produção coletiva do Projeto Político Pedagógico do campus, com a identificação de pontos convergentes e suas interfaces; iii) a apresentação dos principais resultados acadêmicos alcançados no período analisado nos âmbitos do ensino, da pesquisa e da extensão. No período da gestão acadêmica houve significativos avanços em termos de infraestrutura e de democratização interna, porém não foi possível contudo construir - de forma efetiva e coletivamente - um Projeto Político Pedagógico sólido, integrado e integrador. Ainda assim, foram obtidos resultados acadêmicos importantes para o campus, para a Unifesp e para o município de Guarulhos, nos âmbitos do ensino, da pesquisa e da extensão, mesmo em um ambiente de clara disputa por hegemonia interna no campus, considerando o contexto do seu processo de implantação.ResumenEl trabajo un presenta relato de experiencia sobre la gestión académica (2013-2017) en el campus de Ciencias Humanas de la Universidad Federal de São Paulo (Unifesp), ubicado en Guarulhos/SP, Brasil. Destacamos tres aspectos importantes involucrados en el proceso de consolidación del campus y que buscamos problematizar en el texto: i) una perspectiva de gestión democrática, el incentivo a la ecología de saberes y la ampliación de la pertenencia social del campus en el territorio de su ubicación; ii) los límites y las posibilidades de producción colectiva del Proyecto Político Pedagógico (PPP) del campus, con la identificación de puntos convergentes y sus interfaces; iii) la presentación de los principales resultados académicos alcanzados en el período analizado en los ámbitos de la enseñanza, la investigación y la extensión. En el período de la gestión académica, hubo significativos avances en términos de infraestructura y de democratización interna, pero no fue posible construir - de forma efectiva y colectivamente - un Proyecto Político Pedagógico sólido, integrado e integrador. Sin embargo, se han obtenido resultados académicos importantes para el campus, para la Unifesp y también para el municipio de Guarulhos, en los ámbitos de la enseñanza, la investigación y la extensión, aunque en un ambiente de clara disputa por hegemonía interna en el campus, considerando el contexto de su proceso de implantación.Palavras-chave: Gestão democrática, Projeto político pedagógico, Universidade pública, Unifesp - campus Guarulhos.Keywords: Democratic management, Political pedagogical project, Public university, Unifesp – Guarulhos campus.Palabras-clave: Gestión democrática, Proyecto político pedagógico, Universidad pública.ReferencesARAÚJO. M. A. D.; PINHEIRO. H. D. Reforma gerencial do Estado e rebatimentos no sistema educacional: um exame do REUNI. Ensaio: Aval. Pol. Públ. Educ., Rio de Janeiro, v. 18, n. 69, p. 647-668, out. /dez. 2010.ASSOCIAÇÃO NACIONAL DOS DIRIGENTES DAS INSTITUIÇÕES FEDERAIS DE ENSINO SUPERIOR/FORUM NACIONAL DE PRÓ-REITORES DE ASSUNTOS COMUNITÁRIOS E ESTUDANTIS. IV Pesquisa do Perfil Socioeconômico e Cultural dos Estudantes de Graduação das IFES Brasileiras (2014), Uberlândia, 2016. Disponível em: https://pt.scribd.com/document/356294790/perfil-Socioeconomico-Dos-Graduandos-Das-Ifes; Acesso em 18/01/2018.BALL, S.; BOWE, R. El curriculum nacional y su ‘puesta en práctica’: el papel de los departamentos de materias o asignaturas. Revista de Estudios del Curriculum, v.1, n. 2, p. 105-131, 1998.BOBBIO, N. O futuro da democracia: uma defesa das regras do jogo. 7ª Ed. São Paulo: Paz e Terra, 2000.BORDIEU, P.; PASSERON, J. C. La Reproduction: élements pour une théorie du système d’enseignement. Paris: Les Éditions de Minuit, 1970.BRASIL. Instituto Nacional de Estudos e Pesquisa Educacionais Anísio Teixeira – INEP – Censo da Educação Superior: Notas Estatísticas, 2017. Disponível em: http://portal.inep.gov.br/censo-da-educacao-superior; Acesso em 08/01/2019.BRASIL. Lei Federal nº 13.005/2014. Institui o Plano Nacional de Educação. Disponível em: http://www.planalto.gov.br/ccivil_03/_Ato2011-2014/2014/Lei/L13005.htm; Acesso em 10/01/2019.BRASIL. Ministério da Educação. Decreto Federal nº 6.096/2007 – Institui o Plano de Reestruturação das Universidades Federais. Disponível em: https://www.planalto.gov.br/ccivil_03/_ato2007-2010/2007/decreto/d6096.htm; acesso em 02/04/2018.BRASIL. Lei Federal Nº 11.096, de 13 de janeiro de 2005. Institui o Programa Universidade para Todos - PROUNI, regula a atuação de entidades beneficentes de assistência social no ensino superior; altera a Lei Nº 10.891, de 9 de julho de 2004, e dá outras providências. Diário Oficial da União, Brasília, DF, 14 jan. 2005. Disponível em: <http://www.planalto.gov.br/> Acesso em: 10 mar. 2014.BRASIL. Lei Federal Nº 10.260, de 12 de julho de 2001. Dispõe sobre o Fundo de Financiamento ao Estudante do Ensino Superior e dá outras providências. Diário Oficial da União, Brasília, DF, 13 jul. 2001b. Disponível em: <http://www.planalto.gov.br/> Acesso em: 10 mar. 2014.BRASIL. Ministério da Educação. Lei Federal nº 9.394/96 - institui a Lei de Diretrizes e Bases da Educação Nacional. Disponível em: https://www.planalto.gov.br/ccivil_03/Leis/L9394.html Acesso em 02/04/2018.BURNETT, H. O erro de diagnóstico da Unifesp. Folha de São Paulo, 2012. Disponível em: http://www1.folha.uol.com.br/fsp/opiniao/50003-o-erro-de-diagnostico-da-unifesp.shtml: Acesso em: 20/04/2018.CAMARGO, R. B.; JACOMINI, M.; GOMES, M. O. Desafios da Gestão Democrática na Educação Pública: 20 anos de LDB. Revista Eletrônica Pesquiseduca/ Universidade Católica de Santos, Santos, v.8, n.16, p.380-393, jul-dez, 2016.CHAUÍ, M. Comunicação e Democracia. Conferência realizada no Instituto Lula em 13/04/2018. Disponível em: http://www.pt.org.br/marilena-chaui-comunicacao-e-democracia/; Acesso em 03/01/2019.CHAUÍ, M. Cultura Política e Política Cultural. Revista do Instituto de Estudos Avançados, USP, 9 (23), p.71-84, 1995.CURY, C. R. J. A qualidade da educação brasileira como direito. Educação & Sociedade, Campinas, v. 35, nº 129, p. 1053-1066, out-dez, 2014. Disponível em: http://www.scielo.br/pdf/es/v35n129/0101-7330-es-35-129-01053.pdf; Acesso em: 10/03/2020.CURY, C. R. J. O debate sobre a pesquisa e a avaliação da pós-graduação em educação. Revista Brasileira de Educação, v. 15, n. 43, p. 163-165, 2010.DIAS SOBRINHO, J. Avaliação da educação superior. Petrópolis: Vozes, 2000.DOSSE, F. O império do sentido: a humanização das Ciências Humanas. Tradução de Ilka Stern Cohen. São Paulo: Ed. Unesp, 2018.FREIRE, P. Extensão ou Comunicação? 8ª ed. Tradução de Rosyska Darci de Oliveira. Rio de Janeiro: Paz e Terra, 1985.FREIRE, P. Pedagogia da Autonomia: saberes necessários à prática educativa. 21 ed. São Paulo: Paz e Terra, 1996.GIGLIO, C.M.B. et al. Residência Pedagógica: diálogo permanente entre a formação inicial e a formação contínua. In: GOMES, M.O. Estágios na formação de professores: possibilidades formativas entre ensino, pesquisa e extensão, São Paulo: Loyola, 2011, p.15-46.GIROUX, H. Os professores como intelectuais: rumo a uma Pedagogia crítica da aprendizagem. Porto Alegre: Artes Médicas, 1997.GOMES, M.O. Universidades e escolas de educação infantil: identidades e formação contextualizada. In: REIS, M.; XAVIER, M.C.; SANTOS, L. (orgs.). Crianças e infâncias: educação, conhecimento, cultura e sociedade. São Paulo: Annablume, 2012, p. 151-164.GOODSON, I. F. School subjects and curriculum change. Londres: Open University, 1993.LUGLI, R. S. G. O novo público do ensino superior brasileiro e a tradição acadêmica: o caso das humanidades na UNIFESP (Universidade Federal de São Paulo). Revista Linhas. Florianópolis, v. 15, n. 29, p. 297-316, jul./dez. 2014.ORGANIZAÇÃO EUROPEIA PARA O COMÉRCIO E DESENVOLVIMENTO – OECD – Education at a Glance – Indicators, 2016. Disponível em: http://www.oecd.org/education/skills-beyond-school/education-at-a-glance-2016-indicators.htm; Acesso em 08/01/2019.PEROSA, G. S.; COSTA, T. L. Uma democratização relativa? Um estudo sobre o caso da expansão da Unifesp. Educação e Sociedade, Campinas, v. 36, n. 130, p. 117-137, Mar. 2015.SANTOMÉ TORRES, J. Globalização e Interdisciplinaridade: o currículo integrado. Ediciones Morata, SL, 1994.SANTOS, M. Por uma Geografia Nova. São Paulo: Hucitec, Edusp, 1978.SAVIAN FILHO, J. A Unifesp e as soluções provisórias. Carta Capital, 27/07/2012. Disponível em: https://www.cartacapital.com.br/educacao/crise-e-dinheiro-publico-na-unifesp; Acesso em:10/04/2018.SOUSA-SANTOS, B. Na oficina do sociólogo artesão: aulas 2011-2016. São Paulo: Cortez, 2018.SOUSA-SANTOS, B. A gramática do tempo: para uma nova cultura política. São Paulo: Cortez, 2006.SOUSA-SANTOS. B. A universidade do século XXI: para uma reforma democrática e emancipatória da universidade. 2ª ed. São Paulo: Cortez, 2005.UNIVERSIDADE FEDERAL DE SÃO PAULO. Análise do perfil de estudantes ingressantes da Universidade Federal de São Paulo, 2016, mimeo.UNIVERSIDADE FEDERAL DE SÃO PAULO. Projeto Político Pedagógico. Instituto das Cidades, 2015. Disponível em: https://unifesp.br/campus/zonaleste/images/campus_zona_leste/documentos/Projeto_Pedagogico/PPP/Unifesp_Projeto_Poltico_Pedagogico_Instituto_Das_Cidades.pdf; Acesso em 05/01/2019.UNIVERSIDADE FEDERAL DE SÃO PAULO. Proposta Pedagógica do Campus Guarulhos, 2006, mimeo.VAZQUEZ, D. A. O desmonte social no Plano Temer-Meirelles. Carta Capital, 20/07/2016. Disponível em: https://www.cartacapital.com.br/politica/o-desmonte-social-no-plano-temer-meirelles/; Acesso em: 29/04/2020.YOUNG, M. Currículo e Democracia: lições de uma crítica à ‘nova Sociologia da Educação’, Educação e Realidade, Porto Alegre, v.14, p. 29-40, jan/jun, 1981.e3347086
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Pereira, Lara Rodrigues. "Características do Instituto Nacional de Cinema Educativo: organização administrativa e categorização de suas narrativas (Characteristics of the National Institute of Educational Cinema: administrative organization and categorization of its narratives)." Revista Eletrônica de Educação 14 (February 1, 2020): 2968044. http://dx.doi.org/10.14244/198271992968.
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This article was constructed from the analysis of ninety-nine productions of the National Institute of Educational Cinema (INCE), Brazil, between 1936 and 1945. I chose this historical cut because of the vast production of films that occurred in the period that, not for is compatible with the great state investment in education and political propaganda that marked the Estado Novo. For the greater understanding of the nature of the cinematographic narratives, appear in the text aspects of the creation of the Institute analyzed in the light of the administrative management of the Vargas government. The debates and circulation of ideas regarding the use of cinema in the service of education are also part of the present study, as well as the emphasis on the methodological necessity of categorizing the ninety - nine narratives analyzed, in order to map their themes and approaches. It is emphasized that the aim of the systematization was to understand the variety and richness of those productions in order to solve doubts about the nature of INCE and its attempts. In the course of this article I will deal with some of these specific films, since, through them, it was possible to identify indications of the attempts made by the Brazilian State, influenced by the education of the masses.ResumoO artigo que segue foi construído a partir da análise de noventa e nove produções do Instituto Nacional de Cinema Educativo (INCE), compreendidas entre 1936 até 1945. Optei por esse recorte histórico em virtude da vasta produção de filmes ocorrida no período que, não por acaso, é compatível com o grande investimento estatal em educação e propaganda política que marcaram o Estado Novo. Para a maior compreensão da natureza das narrativas cinematográficas do órgão, constam no texto aspectos da criação do Instituto analisados à luz da gestão administrativa do governo Vargas. Os debates e circulação de ideias a respeito do emprego do cinema a serviço da educação, também fazem parte do presente estudo, bem como o destaque à necessidade metodológica de categorização das noventa e nove narrativas analisadas, com o intuito de viabilizar a pesquisa, mapeando temas e abordagens. Ressalta-se que o objetivo da sistematização foi compreender a variedade e riqueza daquelas produções com o intuito de sanar dúvidas sobre a natureza do INCE e seus intentos.ResumenEl artículo fue construido a partir del análisis de noventa y nueve producciones del Instituto Nacional de Cine Educativo (INCE), Brasil, comprendidas entre 1936 hasta 1945. Opté por ese recorte histórico en virtud de la vasta producción de películas ocurrida en el período que, no por acaso, es compatible con la gran inversión estatal en educación y propaganda política que marcaron el Estado Nuevo. Para la mayor comprensión de la naturaleza de las narrativas cinematográficas del órgano, constan en el texto aspectos de la creación del Instituto analizados a la luz de la gestión administrativa del gobierno Vargas. Los debates y la circulación de ideas sobre el empleo del cine al servicio de la educación, también forman parte del presente estudio, así como el destaque a la necesidad metodológica de categorización de las noventa y nueve narrativas analizadas, con el propósito de mapear sus temas y enfoques. Se resalta que el objetivo de la sistematización fue comprender la variedad y riqueza de aquellas producciones con el propósito de sanar dudas sobre la naturaleza del INCE y sus intentos. En el transcurso de este artículo trataré de algunas de esas películas en específico, ya que, por medio de ellos, fue posible identificar indicios de los intentos operados por el Estado brasileño, afectos a la educación de las masas.Palavras-chave: Cinema educativo, Civismo, Ciência e educação.Keywords: Educational cinema, Civics, Science and education.Palabras clave: Cine educativo, Civismo, Ciencia y educación.ReferencesA CENA MUDA. Rio de Janeiro: Americana, n. 32, p. 22 - 23, 1943.A CENA MUDA. Rio de Janeiro: Americana, n. 25, p. 29, 1942.BANCO DE CONTEÚDOS CULTURAIS. Filmes/INCE. Disponível em <http://www.bcc.org.br/filmes/ince>. Acesso em: 07 fev. 2018.CARVALHAL, Fernanda Caraline de Almeida. Luz, câmera, educação! O instituto nacional de cinema educativo e a formação da cultura áudio-imagética escolar. 2008. 273 f. Dissertação (Mestrado). Educação, Rio de Janeiro, Estácio de Sá, 2008.DALLABRIDA. Norberto. A reforma Francisco Campos e a Modernização nacionalizada do ensino secundário. Educação, Porto Alegre, v. 32, n. 2, p. 185-191, maio-ago. 2009.FERRO, Marc. Cinema e História. 2. ed. São Paulo: Paz e Terra, 2010.GOMES, Ângela de Castro. A invenção do Trabalhismo. Rio de Janeiro: FGV, 2005.GOMES, Ângela de Castro. História e historiadores. Rio de Janeiro: FGV, 2013.GOMES, Ângela de Castro. A “Cultura História” do Estado Novo. Projeto História: Revista do programa de estudos pós-graduados de História, São Paulo, v. 16, p. 121 - 141, jan./jun. 1998.HOLANDA, Sérgio Buarque de. Raízes do Brasil. São Paulo: Cia das Letras, 1995.JORNAL DO BRASIL. Rio de Janeiro, n. 95, p. 1, 24 abr. 1941. Disponível em: <http://memoria.bn.br/DocReader/DocReader.aspx?bib=030015_06&PagFis=9455&Pesq=reforma capanema>. Acesso em: 09 fev. 2018.JORNAL DO BRASIL. Rio de Janeiro, n. 101, p. 32, 01 maio 1941. Disponível em: <http://memoria.bn.br/docreader/DocReader.aspx?bib=030015_06&pagfis=9615&pesq=paulo%20cleto>. Acesso em: 11 fev. 2018.JORNAL DO BRASIL. Rio de Janeiro, n. 99, p. 40, 20 abr. 1941. Disponível em: <http://memoria.bn.br/docreader/DocReader.aspx?bib=030015_06&pagfis=9568&pesq=paulo%20cleto>. Acesso em: 11 fev. 2018.JORNAL DO BRASIL. Rio de Janeiro, n. 45, p. 26, 21 fev. 1936. Disponível em: < http://memoria.bn.br/docreader/DocReader.aspx?bib=030015_05&pagfis=62030>. Acesso em: 11 fev. 2018.PANDOLFI, Dulce. Repensando o Estado Novo. Rio de Janeiro: FGV, 1999.ROSA, Cristina Souza. Para além das fronteiras nacionais: Um estudo comparado entre os Institutos de Cinema Educativo do Estado Novo e do Fascismo (1925-1945). 2008. 395 f. Tese (Doutorado) - Curso de História, Ciências Humanas, Universidade Federal Fluminense, Niterói, 2008.SCHVARZMAN, Sheila. Humberto Mauro e as imagens do Brasil. São Paulo: UNESP, 2004.SCHWARTZMAN, Simon. Educação e Cultura no Regime Vargas: A Revolução de 30. Brasília: UnB,1984.SOUZA, Luani Liz de. O cinematógrafo entre os olhos de Hórus e Medusa: Uma memorabilia da educação escolar brasileira (1910 – 1960). 359 f. Tese (Doutorado) Educação, Centro de Ciências Humanas e da Educação, da Universidade do Estado de Santa Catarina, 2016.VIANY, Alex. Humberto Mauro: Sua vida, sua arte, sua trajetória no cinema. Rio de Janeiro: Arte nova, 1978.WISNIK, José Miguel. Veneno remédio: o futebol e o Brasil. São Paulo: Cia das letras, 2008.LEGISLAÇÃOBRASIL. Lei Nº 378, de 13 de Janeiro de 1937: Dá nova organização ao Ministério da educação e Saúde Pública. DOU, 15 jan. 1937. Seção 1, p. 1210. Disponível em: <http://www2.camara.leg.br/legin/fed/lei/1930-1939/lei-378-13-janeiro-1937-398059-publicacaooriginal-1-pl.html>. Acesso em: 07 fev. 2018.BRASIL. Decreto-lei nº 21.240, de 4 de abril de 1932. Nacionalizar o serviço de censura dos filmes cinematográficos, cria a "Taxa Cinematográfica para a educação popular e dá outras providências. Disponível em: <http://www2.camara.leg.br/legin/fed/decret/1930-1939/decreto-21240-4-abril-1932-515832-norma-pe.html>. Acesso em: 07 fev. 2018.BRASIL. Constituição da República dos Estados Unidos do Brasil, de 16 de julho de 1934. Disponível em: <http://www.planalto.gov.br/ccivil_03/constituicao/constituicao34.htm>. Acesso em: 07 fev. 2018.BRASIL. Constituição dos Estados Unidos do Brasil, de 10 de novembro de 1937(a). Disponível em: <http://www.planalto.gov.br/ccivil_03/constituicao/constituicao37.htm>. Acesso em: 07 fev. 2018.BRASIL. Decreto-lei nº 4.244, de 9 de abril de 1942 (b). Lei orgânica do ensino secundário. Disponível em: <http://www2.camara.leg.br/legin/fed/declei/1940-1949/decreto-lei-4244-9-abril-1942-414155-publicacaooriginal-1-pe.html>. Acesso em: 07 fev. 2018.BRASIL. Decreto-lei nº 4.073, de 30 de janeiro de 1942 (a). Lei orgânica do ensino industrial. Disponível em: <http://www.planalto.gov.br/ccivil_03/decreto-lei/1937-1946/Del4073.htm>. Acesso em: 07 fev. 2018.BRASIL. Decreto-lei nº 4.048, de 22 de janeiro de 1942. Cria o Serviço Nacional de Aprendizagem dos Industriários (SENAI). Disponível em: <http://www.planalto.gov.br/ccivil_03/decreto-lei/1937-1946/Del4048.htm>. Acesso em: 07 fev. 2018.e2968044
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Penna, Marieta Gouvêa de Oliveira, Isabel Melero Bello, and Ana Carolina Colacioppo Rodrigues. "Educação em espaços de privação de liberdade no estado de São Paulo (Education in private spaces of freedom in the state of São Paulo)." Revista Eletrônica de Educação 15 (March 24, 2021): e4367025. http://dx.doi.org/10.14244/198271994367.
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e4367025This article presents the result of research whose objective is to analyze aspects of state policy in São Paulo with regard to the promotion of basic education in places of privation of liberty, in prisons in the Young and Adult Education modality and in CASA Foundation, regular education. It is understood that such policy shapes the curriculum and establishes the educational possibilities to be implemented in schools in these contexts. As a methodological procedure, the official documents that implemented the policy were obtained from the on the website of the São Paulo State Department of Education. From Gimeno Sacristán, it is understood that political-administrative activity prescribes the curriculum to be developed in schools, establishing possibilities and difficulties for carrying out educational processes. Analyzing the data in the confrontation with academic production on the theme, it was possible to verify that the government of São Paulo responded to the legal determinations coming from the federal government. However, the way in which education was implemented shows constraints that affect the possibilities of establishing the curriculum and, therefore, the education to be offered. The actions adopted aim more at resource efficiency and optimization, based on neoliberal and instrumental rationality, to the detriment of the emphasis on the development of educational processes related to the specificities of the context in question.Resumo Apresenta-se neste artigo resultado de pesquisa cujo objetivo é analisar aspectos da política estadual em São Paulo no que se refere à promoção da educação básica em espaços de privação de liberdade, nas prisões na modalidade Educação de Jovens e Adultos (EJA) e na Fundação CASA, ensino regular. Entende-se que tal política modela o currículo e estabelece as possibilidades educacionais a serem efetivadas nas escolas nesses contextos. Como procedimento metodológico realizou-se a análise dos documentos oficiais que implementaram a política obtidos no sítio eletrônico da Secretaria da Educação do estado de São Paulo. A partir de Gimeno Sacristán, compreende-se que a atividade político-administrativa prescreve o currículo a ser desenvolvido nas escolas, estabelecendo possibilidades e dificuldades para a realização dos processos educativos. Analisando-se os dados no confronto com a produção acadêmica sobre a temática foi possível verificar que o governo de São Paulo respondeu às determinações legais advindas do governo federal. No entanto, a forma como a educação foi implementada evidencia constrangimentos que incidem sobre as possibilidades do estabelecimento do currículo e, portanto, da educação a ser ofertada. As ações adotadas visam mais a eficiência e otimização de recursos, a partir da racionalidade neoliberal e instrumental, em detrimento de ênfase no desenvolvimento de processos educativos atinentes às especificidades do contexto em questão.ResumenEste artículo presenta el resultado de una investigación cuyo objetivo es analizar aspectos de la política estatal en São Paulo con respecto a la promoción de la educación básica en lugares de privación de libertad, en las prisiones en la modalidad de Educación de Jóvenes y Adultos (EJA) y en Fundación CASA, educación regular. Se entiende que esta política la política formatea el currículo y establece las posibilidades educativas que se implementarán en las escuelas en estos contextos. Como procedimiento metodológico, los documentos oficiales que implementaron la política se obtuvieron del sitio web del Departamento de Educación del estado de São Paulo. De Gimeno Sacristán, se entiende que la actividad político-administrativa prescribe el currículo a desarrollar en las escuelas, estableciendo posibilidades y dificultades para llevar a cabo procesos educativos. Analizando los datos en la confrontación con la producción académica sobre el tema, fue posible verificar que el gobierno de São Paulo respondió a las determinaciones legales provenientes del gobierno federal. Sin embargo, la forma en que se implementó la educación muestra limitaciones que afectan las posibilidades de establecer el plan de estudios y, por lo tanto, la educación que se ofrecerá. Las acciones adoptadas apuntan más a la eficiencia y la optimización de los recursos, basadas en la racionalidad neoliberal e instrumental, en detrimento del énfasis en el desarrollo de procesos educativos relacionados con las especificidades del contexto en cuestión.Palavras-chave: Política educacional, Educação nas prisões, Fundação CASA, Currículo.Keywords: Educational policy, Education in prisons, CASA Foundation, Curriculum.Palabras claves: Política educativa, Educación en las prisiones, Fundación CASA, Currículo.ReferencesBRASIL. Lei n. 7.210, de 11 de julho de 1984 - Lei de Execuções Penais. Diário Oficial da União, Brasília, DF, p. 10227, 13 jul. 1984. Seção 14.BRASIL. Constituição da República Federativa do Brasil. Brasília, DF: Senado Federal, 1988.BRASIL. Lei nº 8.069 de 13 de julho de 1990. Dispõe sobre Estatuto da Criança e do Adolescente e dá outras providências. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/l8069.htm. Acesso em 11 jan .2015.BRASIL. 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Guerra, Lenin Cavalcanti Brito, Rita Maria Correia Ferraz, and Jássio Pereira Medeiros. "Evasão na educação superior de um instituto federal do nordeste brasileiro (Evasion in higher education of a federal institute of the brazilian northeast)." Revista Eletrônica de Educação 13, no. 2 (May 10, 2019): 533. http://dx.doi.org/10.14244/198271992529.
Full textAbstract:
In Federal Institutes (Brazil), the annual evasion vary from 24% to 26%, which may reach, after three years, more than 70% of its entrants. This reality has been detected in the Technology in Public Management Degree Course offered by a Federal Institute of Education, Science and Technology in the Brazilian northeast, where, in some classes, evasion rates has reached up to 77%. Despite this scenario, the accumulated systematized knowledge about the evasion in Brazil is still scarce, especially how it affects Technology Degree Courses. As a means of contributing to this kind of research, this work analyzes the reasons that somehow contribute to the evasion in the Technology in Public Management Degree Courses of the Federal Institute. It is an exploratory-descriptive research, with quantitative approach, whose data have been collected by primary source (questionnaires) and secondary sources. In the universe of 263 evaded and canceled students, 37% replied to the survey instrument. The results have shown that students’ average age was 31; that 49% of them were taking their second graduation course; that 47% were public servants and 59% attended private schools. The research has shown that both the difficulties to handle work and studies simultaneously and the difficulties to manage more than one graduation course are the main facts that cause the school drop-out. The studied occurrences didn’t present relation to vocational factors or academic matters as a cause for evasion.ResumoNos Institutos Federais do Brasil, a evasão anual varia de 24% a 28%, podendo atingir, ao fnal de três anos, cerca de 70% dos alunos ingressantes. Essa também é a realidade do Curso Superior de Tecnologia em Gestão Pública oferecido por um Instituto Federal de Educação, Ciência e Tecnologia do nordeste brasileiro, em que os índices de desistência chegam, em algumas turmas, a 77%. Apesar desse quadro, o conhecimento acumulado e sistematizado no Brasil sobre a evasão ainda é escasso, especialmente a que acomete os cursos superiores de tecnologia. Visando contribuir para esta linha de pesquisa, esse trabalho objetivou analisar os fatores que contribuem para a evasão no Curso Superior de Tecnologia em Gestão Pública do Instituto Federal em estudo. Trata-se de uma pesquisa exploratório--descritiva, com abordagem quantitativa, cujos dados foram coletados a partir de fontes primárias (questionário) e secundárias. Em um universo de 263 alunos que se evadiram ou cancelaram o Curso Superior de Tecnologia em Gestão Pública, 97 (37%) responderam ao instrumento de pesquisa. Os resultados demonstraram que a maioria dos participantes tinha, em média, 31 anos de idade, 49% estavam cursando a segunda graduação, 74% exerciam atividade remunerada, 47% eram servidores públicos e 59% eram provenientes de escola particular. A pesquisa destacou, como principais fatores causadores da evasão, a dificuldade em conciliar trabalho e estudo, e a dificuldade em conciliar o Curso Superior de Tecnologia em Gestão Pública com outro curso de graduação. As ocorrências estudadas não apresentaram relação com fatores de ordem vocacional ou ligados a questões acadêmicas.Keywords: Evasion, Higher education, Public management.Palavras-chave: Evasão, Educação superior, Gestão pública.ReferencesBRASIL. Constituição da República Federativa do Brasil. Brasília: Senado Federal; Centro Gráfico, 1988. 292 p. <http://www.planalto.gov.br/ccivil_03/constituicao/constituicaocompilado.htm>. Acesso em: 24 abr. 2017.BRASIL. Decreto-lei nº 547, de 18 de abril de 1969. Autoriza a organização e o funcionamento de cursos profissionais superiores de curta duração. Diário Oficial da União, Brasília, 22 abr. 1969. Disponível em: <http://www.planalto.gov.br/ccivil_03/decreto-lei/1965-1988/Del0547.htm>. Acesso em: 07 mai. 2017.BRASIL. 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Proíbe que uma mesma pessoa ocupe 2 (duas) vagas simultaneamente em instituições públicas de ensino superior. Diário Oficial da União, Brasília, 12 nov. 2009. Disponível em: <http://www.planalto.gov.br/ccivil_03/_ato2007-2010/2009/lei/l12089.htm>. Acesso em: 07 jul. 2017.BRASIL. Ministério da Educação e Cultura: Expansão da Rede Federal. Brasília: 2016. Disponível em: <http://redefederal.mec.gov.br/expansao-da-rede-federal. Acesso em: 21 jul. 2017.BRASIL. Ministério da Educação e Cultura. Diplomação, Retenção e Evasão nos Cursos de Graduação em Instituições de Ensino Superior Públicas. Brasília: 1997. Disponível em: <http://www.dominiopublico.gov.br/download/texto/me002240.pdf>. Acesso em: 25 abr. 2017.BUENO, J. L. A evasão de alunos. Paidéia. Ribeirão Preto, vol. 1, n. 5, agosto, p. 9-16, 1993.CAPUCHINHO, C. Um em cada sete jovens conclui ensino superior no Brasil, aponta IBGE. 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O processo de formulação do Programa Universidade para Todos: atores, coalizões e interesses. 2015. 220 f. Tese (Doutorado em Administração). Centro de Ciências Aplicadas, Universidade Federal do Rio Grande do Norte, Natal, 2015. INSTITUTO BRASILEIRO DE GEOGRAFIA E ESTATÍSTICA. Estatísticas de Gênero mostram como as mulheres vêm ganhando espaço na realidade socioeconômica do país 31/10/2014. Brasília, 2017. Disponível em: <https://agenciadenoticias.ibge.gov.br/agencia-sala-de-imprensa/2013-agencia-de-noticias/releases/14691-asi-estatisticas-de-genero-mostram-como-as-mulheres-vem-ganhando-espaco-na-realidade-socioeconomica-do-pais.html>. Acesso em: 28 jul. 2017.INSTITUTO NACIONAL DE ESTUDOS E PESQUISAS EDUCACIONAIS ANÍSIO TEIXEIRA. Sinopse Estatística da Educação Superior 2008. Brasília: INEP, 2009. Disponível em: <http//:portal.inep.gov.br/básica-censo-escolar-sinopse-sinopse>. Acesso em: 4 set. 2016.INSTITUTO NACIONAL DE ESTUDOS E PESQUISAS EDUCACIONAIS ANÍSIO TEIXEIRA. Sinopse Estatística da Educação Superior 2013. Brasília: INEP, 2014. Disponível em: <http://portal.inep.gov.br/web/guest/sinopses-estatisticas-da-educacao-superior>. Acesso em: 28 jul. 2016.INSTITUTO NACIONAL DE ESTUDOS E PESQUISAS EDUCACIONAIS ANÍSIO TEIXEIRA. Sinopse Estatística da Educação Superior 2014. Brasília: INEP, 2015. Disponível em: <http://download.inep.gov.br/educacao_superior/censo_superior/resumo_tecnico/resumo_tecnico_censo_da_educacao_superior_2015.pdf>. Acesso em: 28 jul. 2016.INSTITUTO NACIONAL DE ESTUDOS E PESQUISAS EDUCACIONAIS ANÍSIO TEIXEIRA. Sinopse Estatística da Educação Superior 2015. Brasília: INEP, 2016. Disponível em: <http://portal.inep.gov.br/web/guest/sinopses-estatisticas-da-educacao-superior>. Acesso em: 24 nov. 2016.LANZONI, H. de P. Disciplinas à distância para a modalidade de ensino presencial: Metodologia Científica. São Paulo: Ed COC, 2015.LOBO, M. B. Panorama da evasão no ensino superior brasileiro: Aspectos gerais das causas e soluções. São Paulo: Instituto Lobo para o Desenvolvimento da Educação, da Ciência e da Tecnologia, 2012. Disponível em: <http://www.institutolobo.org.br/imagens/pdf/artigos/art_087.pdf>. Acesso em: 27 ago. 2015.MARCONI, M. A.; LAKATOS, E. M. Fundamentos de metodologia científica. 5. ed. São Paulo: Atlas, 2003.MOROSINI, M. C.; CASARTELLI, A. O.; SILVA, A. C. B. da; SANTOS, B. S. dos; SCHMITT, R. E.; GESSINGER, R. M. In. ICLABES. Primera Conferencia Latinoamericana sobre el Abandono en la Educación Superior, 1., 2012, Porto Alegre. A evasão na Educação Superior no Brasil: uma análise da produção de conhecimento nos periódicos Qualis entre 2000-2011. Porto Alegre: PUCRS, 2012. Produzido por: E.U.I.T. de Telecomunicación. Disponível em: <http://hdl.handle.net/10923/8762>. Acesso em: 31 mai. 2017.OLIVEIRA JÚNIOR, G. C. Gestão institucional e evasão escolar no contexto de criação e expansão dos Institutos Federais. 2015. 179 f. Dissertação (Mestrado Profissional em Educação) Universidade de Brasília, Brasília, 2015.OTRANTO, C. L. A política de educação profissional do Governo Lula: Novos caminhos da educação superior. UFRRJ, 2011. Disponível em: <http://www.anped11.uerj.br/GT11-315%20int.pdf>. Acesso em: 10 out. 2015.PEREIRA, F. C. B. Determinantes da evasão de alunos e os custos ocultos para as instituições de ensino superior: uma aplicação na Universidade do Extremo Sul Catarinense. 2003. 174 f. Tese (Doutorado em Engenharia de Produção) – Programa de Pós-graduação em Engenharia de Produção. Universidade Federal de Santa Catarina, Florianópolis, 2003.RISTOFF, D. A educação em guerra. Santa Catarina, UFSC, 1995 (MIMEO). Disponível em: <http://portal.mec.gov.br/arquivos/conferencia/documentos/dilvo_ristoff.pdf>. Acesso em: 19 jun. 2017.SILVA FILHO, R. L. L.; MOTEJUNAS, P. R.; HIPÓLITO, O; LOBO, M. B. de C. Evasão no Ensino Superior. Cadernos de Pesquisa, v. 37, n. 132, set./dez. 2007, p. 641-649.SILVA JÚNIOR, A.; SILVA, P. O. M. A desregulamentação e a abertura da educação superior à concorrência internacional: ameaça ou oportunidade? Revista Gestão Universitária da América Latina. Porto Alegre, v. 6, n. 4, p. 190-215, nov. 2013.SPADY, W. G. Dropouts from Higher Education: an interdisciplinary review and synthesis. Interchange. Montreal, v. 1, n.1, p. 64-85, 1970.SPELLER, P.; ROBL, F.; MENEGHEL, S. M. Desafios e perspectivas da educação superior brasileira para a próxima década 2011-2020. Brasília: 2012. Disponível em: <http://unesdoc.unesco.org/images/0021/002189/218964POR.pdf>. Acesso em: 10 out. 2015.VERGARA, S. C. Projetos e relatórios de pesquisa em Administração. São Paulo: Atlas S.A., 1997.YIN, R. K. Estudo de caso: Planejamento e métodos. Porto Alegre: Bookman, 2015.
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Capucho, Vera Alves Crispim, and Genilson Cordeiro Marinho. "Educação em memória e suas relações com o saber (Memory education and its relations with knowledge)." Revista Eletrônica de Educação 13, no. 1 (January 5, 2019): 247. http://dx.doi.org/10.14244/198271992414.
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The article presents results of the investigation whose objective was to understand the relations with knowledge established by the graduates of Basic Education with the memory of the Brazilian civil-military dictatorship. From the contributions made by historical-critical pedagogy and by Bernard Charlot’s studies, it takes as epistemological reference the dialectical relation between the social and singular history of the subjects to problematize the tensions and contradictions posed by plural realities that present themselves in formal environments of education. Having as research subject young people of the Socioeducational Project Popular Course and making use of structured questionnaires, the objective social position of the subjects investigated was used to group the data, which from a dialectical perspective was treated in its quantitative and qualitative pertinence. The conclusions point out that the relationship with knowledge is also a relation with the world and that, for the popular classes, education in memory implies the possibility of relating to the renunciation of a memory that does not affirm its interests, that denies its rights and make it impossible to occupy a place as a historical agent that interacts with the world and with others.ResumoO artigo apresenta resultados da investigação cujo objetivo consistiu em compreender as relações com o saber estabelecido pelos egressos da Educação Básica com a memória da ditadura civil-militar brasileira. Desde as contribuições postas pela pedagogia histórico-crítica e pelos estudos de Bernard Charlot toma como referência epistemológica a relação dialética entre a história social e singular dos sujeitos para problematizar as tensões e contradições postas por realidades plurais que se apresentam em ambientes formais de educação. Tendo como sujeitos da investigação jovens do Projeto Socioeducativo Cursinho Popular e fazendo uso de questionários estruturados valeu-se da posição social objetiva dos sujeitos investigados para agrupamento dos dados, os quais desde uma perspectiva dialética foram tratados em sua pertinência quantitativa e qualitativa. As conclusões apontam que a relação com o saber também é uma relação com o mundo e que para as camadas populares a educação em memória implica em possibilidade de relacionar-se com a renúncia de uma memória que não afirme seus interesses, que negue seus direitos e impossibilite ocupar um lugar enquanto agente histórico que interage com o mundo e com os outros.ResumenEl artículo presenta resultados de la investigación cuyo objetivo consistió en comprender las relaciones con el saber establecido por los egresados de la Educación Básica con la memoria de la dictadura civil-militar brasileña. Desde las contribuciones puestas por la pedagogía histórico-crítica y por los estudios de Bernard Charlot toma como referencia epistemológica la relación dialéctica entre la historia social y singular de los sujetos para problematizar las tensiones y contradicciones puestas por realidades plurales que se presentan en ambientes formales de educación. En el marco de la investigación juvenil del Proyecto Socioeducativo Curso Popular y haciendo uso de cuestionarios estructurados se valió de la posición social objetiva de los sujetos investigados para agrupar los datos, los cuales desde una perspectiva dialéctica fueron tratados en su pertinencia cuantitativa y cualitativa. Las conclusiones apuntan que la relación con el saber también es una relación con el mundo y que para las capas populares la educación en memoria implica la posibilidad de relacionarse con la renuncia de una memoria que no afirme sus intereses, que niegue sus derechos y imposibilita ocupar un lugar como agente histórico que interactúa con el mundo y con los demás.Keywords: Education, Relations with knowledge, Policies of memory, Military dictatorship.Palavras-chave: Educação, Políticas de memória, Relações com o saber, Ditadura militar.Palabras claves: Educación, Políticas de memoria, Relaciones con el saber, Dictadura militar.ReferencesADORNO, T. Educação após Auschwitz. In: MAAR, T. W. Educação e Emancipação (pp. 119 - 138). Rio de Janeiro: Paz e Terra, 1995.AMÉZOLA, G. D. La enseãnza escolar de la Historia del presente en la Argentina. Revista de Teoría y Didáctica de las Ciencias Sociales, no. 8, p.7-30, Enero - Diciembre, 2003. Mérida, Venezuela. Recuperado em 01 de março de 2016 de: http://www.saber.ula.ve/bitstream/123456789/23983/1/gonzalo_amezola.pdf.ANDRÉ, M.; JUNCKES, R. S. O professor formador e as relações com os seus saberes profissionais. Diálogo Educacional. Curitiba, v.12. n. 36, maio/agosto, 2012, p. 511-527.ARGENTINA. Lei nº 26.206, de 27 de dezembro de 2006. Ley de Educación Nacional. Orden del Día, Buenos Aires, DF, 2006.BRASIL. Plano Nacional de Educação em Direitos Humanos. Brasília: Secretaria Especial de Direitos Humanos da Presidência da República, Ministério da Educação, Ministério da Justiça, 2006.BRASIL. Programa Nacional de Direitos Humanos - PNDH-3. Brasília: Secretaria Especial de Direitos Humanos da Presidência da República, 2009.BROITMAN, C. Adultos que inician la escolaridad: Sus conocimientos aritméticos y la relación que establecen con el saber y con las matemáticas. 2012. 397p. Tesis de posgrado (Doctorado en Ciencias de la Educación). La Plata: Universidad Nacional de La Plata. Faculdad de Humanidades y Ciencias de la Educación. En Memoria Acadêmica, 2012. Disponíble em http://www.memoria.fahce.unlp.edu.ar/tesis/te.899/te.899.pdf.CHARLOT, B. Da relação com o saber: elementos para uma teoria. Tradução de Bruno Magne. Porto Alegre: Artes Médicas, 2000.CHARLOT, B. Os jovens e o saber: perspectivas mundiais. Tradução de Fátima Murad. Porto Alegre: Artmed, 2001.CHARLOT, B. Relação com a escola e o saber nos bairros populares. Perspectiva, Florianópolis, v.20, n. Especial, jul/dez., p.17-34, 2002.CHARLOT, B. Relação com o saber, formação de professores e globalização. Porto Alegre: Artmed, 2005.DUSSEL, I. La educacion y la memoria. Notas sobre la politica de la transmisión. Revista Anclajes (La Pampa), vol. VI, n. 6, parte II, diciembre, 267 – 293, 2002.MARX, K. Trabalho alienado e superação positiva da autoalienação humana. Manuscritos econômicos-filosóficos de 1844. In: Coletânea organizada por Florestan Fernandes. São Paulo: Ática, 1989.RAGGIO, S. La enseñanza del pasado reciente: hacer memoria y escribir la historia en el aula. Revista Clio & Asociados, volumen 5. Universidad Nacional del Litoral, p. 95-111, 2004SOARES, I. V. P. Desafios ao lidar com o legado da ditadura brasileira: e se usarmos os instrumentos protetivos dos bens culturais? Texto publicado originalmente em 60 Desafios do Direito: Política, Democracia e Direito, Coordenadores Ana Claudia S. Scalquette e José Francisco Siqueira Neto, Volume 3, organizadores: Clarice Seixas Duarte e Daniel Nagao Menezes, Editora Atlas, 2013, p.54-65. Revista Eletrônica do Ministério Público Federal, Vol. 4, 2013. SOUSA, J. D. Marx e a crítica da educação: da expansão liberal-democrática à crise regressivo-destrutiva do capital. São Paulo: Ideias & Letras, 2010.
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NASCIMENTO, Carlos Eduardo Gomes. "PENSAR O PASSADO, NARRAR A HISTÓRIA DOS AFRODESCENDENTES NA BAHIA: UM E-BOOK SOBRE MARIA FELIPA DE OLIVEIRA NO ENSINO FUNDAMENTAL." Trama 15, no. 35 (June 24, 2019): 3–12. http://dx.doi.org/10.48075/rt.v15i35.21503.
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O artigo apresenta o projeto “Mídias digitais para pensar o passado e narrar a história dos afrodescendentes na Bahia”, que considerou a problemática: O e-book pode ser um recurso educativo de preservação da memória histórica dos afrodescendentes na Bahia? Ressalta a relação entre mídias digitais na escola e a constituição histórica étnico-racial, a fim de estabelecer um sentimento de pertença dos alunos à história e a cultura afrodescendente. Para tanto, contou-se a história de Maria Felipa de Oliveira, mulher negra e heroína da Independência do Brasil na Bahia e propôs-se a recontagem dessa história pelos alunos, com a produção de um e-book. Observou-se que as mídias digitais podem aproximar os alunos da história dos afrodescendentes, significando o passado, criando o futuro.Referências:ADICHIE, C. N. O perigo de uma história única. 2009. Disponível em: https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story/transcript?language=pt#t-1110073 . Acesso em: 24 jan. 2018.BRASIL. Lei de diretrizes e bases da educação nacional. (LDB). Brasília: Senado Federal. Coordenação de Edições Técnicas, 2017.BRASIL. Ministério da Educação. Secretaria da Educação Continuada, Alfabetização e Diversidade. Orientações e Ações para a Educação das Relações Étnico-Raciais. Brasília: SECAD, 2006. Disponível em: http://portal.mec.gov.br/dmdocuments/orientacoes_etnicoraciais.pdf Acesso: 02 abr. 2018.DEMO, P. Educação hoje: “novas” tecnologias, pressões e oportunidades. São Paulo, SP: Atlas, 2009.FARIAS, E. K. V. Maria Felipa de Oliveira. Heroína da Independência da Bahia. Salvador: Editora Quartetto, 2010.FONSECA, A. G. M. F. Aprendizagem, mobilidade e convergência: mobile learning com celulares e smartphones. Revista Eletrônica do Programa de Pós-Graduação em Mídia e Cotidiano, UFF, Rio de Janeiro, n. 2, p. 163-181, junho 2013.FREIRE, P. A educação é um ato político. Cadernos de Ciência, Brasília, n. 24, p.21-22, jul./ago./set. 1991. Link: http://www.acervo.paulofreire.org:8080/jspui/handle/7891/1357 . Acesso: 30 nov. 2017.LEMOS, A. Livro e mídia digital. Disponível em: http:// andrelemos.info/2011/10/flica/ . Acesso em: 01 ago. 2018.LÉVY, P. O que é virtual. São Paulo: Editora 34, 1996.LÉVY, P. Cibercultura. São Paulo: Editora 34, 1999.PALFREY, J. G.; GASSER, U. Nascidos na era digital: entendendo a primeira geração de nativos digitais. Porto Alegre: Artmed, 2011.PROCÓPIO, E. O livro na era digital: o mercado editorial e as mídias digitais. São Paulo: Giz Editorial, 2010.MACHADO, V.; PETROVICH, C. Ilê Ifé. O Sonho do Iaô Afonjá (Mitos Afro-brasileiros). 2° ed. Salvador: EDUFBA, 2002.NICOLAU, M.; NICOLAU, R. Educação digital na cibercultura: para onde (não) nos leva a tecnologia. In: Temática. Ano X, n. 01 - jan/2014. Disponível em: http://www.insite.pro.br/2014/Janeiro/educacao_digital_cibercultura.pdf. Acessado em: 01 ago. 2018.NICOLAU, M. Educação e novas tecnologias da informação e da comunicação: o livro didático digital no Brasil. In: Temática. Ano X, n. 07 – Julho/2014a Disponível em: http://periodicos.ufpb.br/ojs2/index.php/tematica . Acesso em: 01 de ago. 2018.PEREIRA, M.; Berleze, B. S. O racismo nas redes sociais: o preconceito real assumido na vida virtual. Anais do 4º Congresso Internacional de Direito e Contemporaneidade: mídias e direitos da sociedade em rede, 2017.ROCHA, T. B. Pesquisa em redes sociais na internet: os discursos no ciberespaço. Educação em foco (JUIZ DE FORA), v. 23, p. 225-244, 2018.SERRES, M. Polegarzinha. Rio de Janeiro: Bertrand Brasil, 2013.VALLETTA, D. Gui@ de Aplicativos para Educação Básica: uma investigação associada ao uso de tablets. In: Encontro Nacional de Didática e Prática de Ensino da ENDIPE, XVII, 2014, Fortaleza/CE. Fortaleza: ENDIPE, 2014.VYGOTSKY, L. S. A formação social da mente. São Paulo: Martins Fontes, 2001. Recebido em 10-01-2019. Aceito em 01-04-2019.
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Alves, Alison Sullivan de Sousa, and Francisco Vieira da Silva. "Discursos sobre as ciências humanas no bolsonarismo: da repetição à prática (Discourses about human sciences according to bolsonarism: from repetition to practice)." Revista Eletrônica de Educação 14 (October 29, 2020): 4524141. http://dx.doi.org/10.14244/198271994524.
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In this paper we analyze discourses about Human Sciences within the social and political movement called Bolsonarism (movement in favor of the Brazilian president Jair Bolsonaro). Our objective is to relate repetitions of specific truths about this area to practices revealed by institutional attacks that minimize this field of knowledge and the subjects who work with it. Taking it into consideration, we support this work with theoretical perspectives proposed by Michel Foucault about enunciation, discourse, discourse practice, discourse formation, power, knowledge and truth. The corpus of this work surrounds a variety of enunciations made by the president Bolsonaro, former educational ministers and further supporters, which rebounded on digital medias. The study has a descriptive-qualitative character, with predominating qualitative approaches. Our analysis allows to perceive that the repetition of adverse discourses about Human Sciences reveals a project of unilateral and authoritarian power which primarily objectives to hinder a raising of subjects with critical opinions that may counteract the wills of a bolsonarist practical discourse. As it conceives this knowledge field as a target to be aimed, as a potential enemy, the bolsonarist project proposes to mischaracterize Human Sciences’ researches along the public opinion and, therefore, to scrap educational institutions and impoverish the scientific research.ResumoNeste artigo, analisam-se discursos sobre as Ciências Humanas no esteio do movimento social e político denominado de bolsonarismo. O intento é relacionar a repetição de determinadas verdades acerca dessa área do conhecimento com a prática que se revela em ataques institucionais para minimizar esse campo do saber e os sujeitos que nele atuam. Para tanto, busca-se respaldo teórico na perspectiva de Michel Foucault acerca do enunciado, do discurso, da prática discursiva, da formação discursiva, do poder, do saber e da verdade. O corpus de análise percorre diversos enunciados produzidos pelo presidente Bolsonaro, os ex-ministros da Educação e demais apoiadores, os quais tiveram repercussão na mídia digital. Trata-se de um estudo descritivo-qualitativo, cuja abordagem segue um viés predominantemente qualitativo. A análise possibilita entrever que a repetição de discursos desfavoráveis às Ciências Humanas revela um projeto de poder autoritário e unilateral que objetiva, sobretudo, minar a emergência de um sujeito crítico que possa contrariar as vontades de verdade da prática discursiva bolsonarista. Na medida em que concebe esse campo do saber como um alvo a ser atingido, como um inimigo em potencial, o projeto bolsonarista se propõe a descaracterizar as pesquisas das Ciências Humanas junto à opinião pública e, com isso, sucatear as instituições de ensino e precarizar a pesquisa científica.Palavras-chave: Análise do discurso, Ciências humanas, Poder político, Bolsonarismo.Keywords: Discourse analysis, Human Science, Political power, Bolsonarism.ReferencesAGOSTINI, Renata. MEC cortará verba de universidade por ‘balbúrdia’ e já enquadra UnB, UFF e UFBA. O Estado de S. Paulo, 2019. Disponível em: <https://educacao.estadao.com.br/noticias/geral,mec-cortara-verba-de-universidade-por-balburdia-e-ja-mira-unb-uff-e-ufba,70002809579> Acesso em: 02 jul. 2020.AMARAL, Luciana. Weintraub deixa saldo negativo e projeto sem perspectiva no Congresso. UOL, 2020. Disponível em: <https://noticias.uol.com.br/politica/ultimas-noticias/2020/06/25/weintraub-deixa-saldo-negativo-e-projeto-sem-perspectiva-no-congresso.htm> Acesso em: 02 jul. 2020. AVANÇA a perseguição ideológica às Ciências Humanas e Sociais. Associação Brasileira de Ciência Política, 2020. Disponível em: <https://cienciapolitica.org.br/noticias/2020/04/avanca-perseguicao-ideologica-ciencias-humanas-e-sociais> Acesso em: 01 jul. 2020.BOLSONARISTAS não querem Paulo Freire patrono da educação. Istoé, 2019. Disponível em: <https://istoe.com.br/bolsonaristas-nao-querem-paulo-freire-patrono-da-educacao/> Acesso em: 02 jul. 2020.BOLSONARO critica Paulo Freire, e Twitter lembra que ‘energúmeno’ é referência mundial em educação. HuffPost, 2019. Disponível em: <https://www.huffpostbrasil.com/entry/paulo-freire-energumeno_br_5df7d8fae4b0ae01a1e51db2> Acesso em: 02 jul. 2020.BOLSONARO diz que jovem brasileiro tem “tara” por formação superior. Exame, 2018. Disponível em: <https://exame.com/brasil/bolsonaro-diz-que-jovem-brasileiro-tem-tara-por-formacao-superior/> Acesso em: 30 jun. 2020.BORGES, Helena. Bolsonaro defende cortes em cursos de Humanas e diz que dinheiro do contribuinte deve ir para ‘leitura, escrita e fazer conta’. O Globo, 2019. Sociedade. Disponível em: <https://oglobo.globo.com/sociedade/bolsonaro-defende-cortes-em-cursos-de-humanas-diz-que-dinheiro-do-contribuinte-deve-ir-para-leitura-escrita-fazer-conta-23623980> Acesso em: 02 jul. 2020.CAFARDO, Renata. Ao avançar no ensino domiciliar, Bolsonaro prioriza 7 mil em vez de trabalhar para 45 milhões. Terra, 2019. Disponível em: <https://www.terra.com.br/noticias/educacao/ao-avancar-no-ensino-domiciliar-bolsonaro-prioriza-7-mil-em-vez-de-trabalhar-para-45-milhoes,90ffd9f6c72da49b96570fc30aaf39f33s9vyad2.html> Acesso em: 01 jul. 2020.CARLOS Bolsonaro diz que Humanas ensinam ‘como dar a rosca sem dor’. Catraca Livre, 2019. 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A Arqueologia do Saber. 7. ed. Rio de Janeiro: Forense Universitária, 2008.FOUCAULT, Michel. Microfísica do Poder. Rio de Janeiro: Ed. Graal, 1998. GESTORES educacionais criticam falta de orientação do MEC durante a pandemia. Agência Câmara de Notícias, 2020. Disponível em: <https://www.camara.leg.br/noticias/657705-gestores-educacionais-criticam-falta-de-orientacao-do-mec-durante-a-pandemia/> acesso em: 02 jul. 2020.GIACOMONI, Marcelo Paniz.; VARGAS, Anderson Zalewski. Foucault, a Arqueologia do Saber e a Formação Discursiva. Veredas, Juiz de Fora, v. 14, n. 2, p. 119-129, fev/2010. Disponível em: <https://periodicos.ufjf.br/index.php/veredas/article/view/25129> Acesso em: 01 jul. 2020.GOVERNO Bolsonaro corta recursos da educação básica. Rede Brasil Atual, 2019. Disponível em: <https://www.redebrasilatual.com.br/educacao/2019/07/governo-bolsonaro-corta-recursos-da-educacao-basica/> Acesso em: 02 jul. 2020.JANARY JUNIOR; SILVEIRA, Wilson. Projeto revoga lei que declarou Paulo Freire patrono da educação. Agência Câmara de Notícias, 2019. Disponível em: <https://www.camara.leg.br/noticias/558470-projeto-revoga-lei-que-declarou-paulo-freire-patrono-da-educacao/> Acesso em: 02 jul. 2020.KLEM, Bruna Sultz. PEREIRA, Mateus; ARAÚJO, Valdei. (Org.). Do fake ao fato: (des) atualizando Bolsonaro. Vitória: Milfontes, 2020.MACHADO, Roberto. Por uma Genealogia do Poder. In.: FOUCAULT, Michel. Microfísica do Poder. Rio de Janeiro: Ed. Graal, 1998.MARTINS, Maria do Carmo. Reflexos reformistas: o ensino das humanidades na ditadura militar brasileira e as formas duvidosas de esquecer, Educ. rev. Curitiba, n. 51, p. 37-50, jan./mar. 2014.MENEZES, Dyelle; PERA, Guilherme. “É a maior revolução na área de ensino no país dos últimos 20 anos”, diz ministro. Gov.br, 2019. Disponível em: <http://portal.mec.gov.br/ultimas-noticias/12-acoes-programas-e-projetos-637152388/83511-e-a-maior-revolucao-na-area-de-ensino-no-pais-dos-ultimos-20-anos-diz-ministro> Acesso em: 02 jul. 2020.MINISTRO Vélez diz que vai revisar livros didáticos sobre golpe de 64 e ditadura. G1, 2019. Disponível em: <https://g1.globo.com/jornal-nacional/noticia/2019/04/04/ministro-velez-diz-que-vai-revisar-livros-didaticos-sobre-golpe-de-64-e-ditadura.ghtml> Acesso em: 02 jul. 2020.ORDINE, Nuccio. A utilidade do inútil: um manifesto. Trad. Luiz Bombassaro. Rio de Janeiro: Zahar, 2016.‘OLAVISTAS’ acusam militares de sabotagem e de isolar o ministro da Educação. Gazeta do Povo, 2019. Disponível em: <https://www.gazetadopovo.com.br/educacao/olavistas-acusam-militares-de-sabotagem-e-de-isolar-o-ministro-da-educacao-6s7bb3fxu0ji5d76moblcpxhp/> Acesso em: 02 jul. 2020.‘OLAVISTAS’ e militares estão entre os grupos que brigam por poder no Ministério da Educação. Itatiaia, 2019. Disponível em: <https://www.itatiaia.com.br/noticia/olavistas-emilitaresestao-entre-os-grupos-que> Acesso em: 02 jul. 2020.OLIVEIRA, Rodrigo Perez. O negacionismo científico olavista: a radicalização de um certo regime epistemológico. In: KLEM, B. S.; PEREIRA, M.; ARAÚJO, V. (Org.). Do fake ao fato: (des) atualizando Bolsonaro. Vitória: Milfontes, 2020. p. 81-100.ORGIS, Guido. O que o MEC pode fazer além de discutir o ‘olavismo’. Gazeta do Povo, 2019. Disponível em: <https://www.gazetadopovo.com.br/vozes/guido-orgis/o-que-o-mec-pode-fazer-alem-de-discutir-o-olavismo/> Acesso em: 02 jul. 2020.PAULO Freire é declarado patrono da educação brasileira. Agência Senado, 2012. Sanções/Vetos. Disponível em: <https://www12.senado.leg.br/noticias/materias/2012/04/16/paulo-freire-e-declarado-patrono-da-educacao-brasileira> Acesso em: 02 jul. 2020.PROPOSTA DE PLANO GOVERNO DE JAIR BOLSONARO. O caminho da prosperidade, 2018. Disponível em: <http://divulgacandcontas.tse.jus.br/candidaturas/oficial/2018/BR/BR/2022802018/280000614517/proposta_1534284632231.pdf>. Acesso em: 05 jul. 2020.PRATA, Pedro. Propostas para a educação: o que já foi feito pelo governo Bolsonaro? O Estado de S. Paulo, 2019. Disponível em: <https://politica.estadao.com.br/noticias/geral,propostas-para-a-educacao-o-que-ja-foi-feito-pelo-governo-bolsonaro,70002857514> Acesso em: 02 jul. 2020.REZENDE, Costança. Weintraub: 'Não quero sociólogo, antropólogo e filósofo com meu dinheiro', Uol, 2020.Disponível em <https://noticias.uol.com.br/colunas/constanca-rezende/2020/06/14/weintraub-nao-quero-sociologo-antropologo-e-filosofo-com-meu-dinheiro.htm>. Acesso em 07 jul. 2020.ROCHA, Gessyca. Vélez teve a terceira gestão mais curta no MEC desde 1985; veja lista com todos os ministros. G1, 2019. Disponível em: <https://g1.globo.com/educacao/noticia/2019/04/08/velez-teve-a-terceira-gestao-mais-curta-no-mec-desde-1985-veja-tempo-de-gestao-de-todos-os-ministros.ghtml> Acesso em: 01 jul. 2020.SALDAÑA, Paulo. Em meio a pandemia, governo Bolsonaro investe contra pesquisa em ciências humanas. Folha de S. Paulo, 2020. Disponível em: <https://www1.folha.uol.com.br/educacao/2020/03/em-meio-a-pandemia-governo-bolsonaro-investe-contra-pesquisa-em-ciencias-humanas.shtml> Acesso em: 01 jul. 2020.SALDAÑA, Paulo. Gestão de Weintraub no MEC foi marcada por ataques e projetos parados. Folha de S. Paulo, 2020. Disponível em: <https://www1.folha.uol.com.br/educacao/2020/06/gestao-de-weintraub-no-mec-foi-marcada-por-ataques-e-projetos-parados.shtml> Acesso em: 01 jul. 2020.SANTOS, Fabiano, TANSCHEIT, Talita. Quando velhos atores saem de cena: a ascensão da nova direita política no Brasil, Colomb.int, Bogotá, n.99,p. 151-186, jul/sep. 2019.SEIXAS, Rodrigo. A retórica da pós-verdade: o problema das convicções. EID&A, Ilhéus, n. 18, p. 122-138, abr./2019. Disponível em: <file:///C:/Users/Cliente%20Especial/Desktop/MESTRADO/LEITURAS%20DE%20TEXTOS/SEIXAS%20(TEXTO).pdf> Acesso em: 03 jun. 2020.SIMON, Rodrigo. Novos critérios da Capes vão cortar bolsas até de cursos de excelência. Folha de S. Paulo, 2020. Disponível em: <https://www1.folha.uol.com.br/ciencia/2020/03/novos-criterios-da-capes-vao-cortar-bolsas-ate-de-cursos-de-excelencia.shtml> Acesso em: 01 jul. 2020.SOUZA, Isabela. Projeto Escola Sem Partido: argumentos contra e a favor. Politize. 2018. Disponível em: <https://www.politize.com.br/projeto-escola-sem-partido/> Acesso em: 02 jul. 2020.VEJA. Vídeo completo: a reunião de Bolsonaro com Ministros em 22 de abril. 2020. (1h32m40s). Disponível em: <https://www.youtube.com/watch?v=nfgv7DLdCqA> Acesso em: 15 jun. 2020.VEJA. Universidades com ‘balbúrdia’ terão verbas reduzidas, diz Weintraub, 2019. 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Melo, Vanusa Maria de, and Sandra Maciel de Almeida. "Remição de pena pela leitura no Rio de Janeiro: possibilidades e avanços (Remission of sentence by reading in Rio de Janeiro: possibilities and advances)." Revista Eletrônica de Educação 15 (March 24, 2021): e4763035. http://dx.doi.org/10.14244/198271994763.
Full textAbstract:
e4763035In this paper, we present a mapping of activities involved in reading sentence remission project, developed in prison units in Rio de Janeiro. Currently, three institutions are responsible for these activities conduction: Unirio (Universidade Federal do Estado do Rio de Janeiro), operating in male and female deprivation units, Associação Elas Existem, charged with transgender women practices and UFRRJ (Universidade Federal Rural do Rio de Janeiro), working in a unit where former military police officers and so-called militiamen are serving sentences. The aims of this study are to check the activities carried out progress in remissions granted numbers; to identify main types of literary work reading types in the three groups and considering projects coordinators perceptions. For this, methodologically, we analyze institutions documents and undertake open interviews with the mentioned subjects. In addition, we analyzed theme relevant legislation, emphasizing there is no amendment to the LEP (Law of Penal Execution), for mandatory practice: CNJ 44 recommendation and DEPEN (Penitentiary Department) Joint Ordinance 276. It is observed initially, despite the resistance to these actions, carried out in partnership with SEAP (Secretariat of Penitentiary Administration), redeemed days number grows, but training readers and authors proposal effects display greater complexities, worthing further analysis. As a partial outcome, however, we verified some tensions between the possibility of remission through reading and the punitive perspective of the penitentiary realm, in addition to the lack of systematization of information on the referred practices.ResumoNeste trabalho apresentamos um mapeamento das atividades envolvidas no projeto de remição de pena pela leitura, desenvolvido nas unidades prisionais do Rio de Janeiro. Atualmente, três instituições são responsáveis pela condução dessas atividades: Unirio (Universidade Federal do Estado do Rio de Janeiro), que atua em unidades de privação de liberdade masculinas e femininas, Associação Elas Existem, incumbida das práticas com mulheres transgênero e UFRRJ (Universidade Federal Rural do Rio de Janeiro), na unidade em que cumprem pena ex-policiais militares e os chamados milicianos. Entre os objetivos estão: Verificar o progresso das atividades realizadas em números de remições concedidas; identificar os tipos de obras lidas prioritariamente nos três grupos e considerar as percepções dos coordenadores dos projetos envolvidos são objetivos desse artigo. Para isso, metodologicamente, analisamos documentos das instituições e empreendemos entrevistas abertas com os sujeitos mencionados. Analisamos a legislação pertinente ao tema, ressaltando que não há alteração da LEP (Lei de Execução Penal), para obrigatoriedade da prática. Percebe-se inicialmente que, apesar de haver resistência quanto às ações, realizadas em parceria com a SEAP/RJ (Secretaria de Administração Penitenciária do Estado do Rio de Janeiro), cresce o número de dias remidos, mas os efeitos da proposta de formação de leitores e autores encontram maiores complexidades, merecedoras de análises posteriores mais aprofundadas. Como resultado parcial, porém, verificamos algumas tensões entre a possibilidade de remição pela leitura e a perspectiva punitivista do campo penitenciário, além de identificarmos ausência da sistematização das informações sobre as práticas em questão.Palavras-chave: Remição de pena, Leitura, Escrita, Execução Penal.Keywords: Remission of sentence, Reading, Writing, Penal Execution.ReferencesALMEIDA, Sandra Maciel. Educação de mulheres e jovens privadas de liberdade: um estudo de abordagem etnográfica. 2013. 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Disponível em http://www.cnmp.mp.br/portal/images/Recomendacoes/Recomendao-69.pdf. Acesso em: 10 ago. 2020.CANDIDO, Antonio. A literatura e a formação do homem. Remate de Males, Campinas, SP, p. [81]-90, 1999. Disponível em: https://periodicos.sbu.unicamp.br/ojs/index.php/remate/article/view/8635992/3701. Acesso em: 20 dez. 2020.CANDIDO, Antônio. O direito à literatura. In: Vários escritos. São Paulo: Duas Cidades; Rio de Janeiro: Ouro sobre Azul, 1994.DAVIS, Angela Y. A democracia da abolição: para além do império, das prisões e da tortura. Rio de Janeiro: Difel, 2009.ELBERT, Carlos.. Sociedade sem prisões. [S. l.], 1 out. 2011. Disponível em http://sociedadesemprisoes.blogspot.com/2011/10/carlos-elbert.html. Acesso em 15 dez. 2020.FELITTI. Guilherme. O bicho que pega dentro da cadeia. 22 mar. 2016. Disponível em: https://super.abril.com.br/comportamento/o-bicho-que-pega-dentro-da-cadeia/. Acesso em: 06 ago. 2020.FORPROEX (Fórum de Pró-Reitores de Extensão das Universidades Públicas Brasileiras). Política Nacional de Extensão Universitária. Manaus, 2012. Disponível em: https://xn--extenso-2wa.ufrj.br/index.php/o-que-e-extensao. Acesso em: 06 ago. 2020.FREIRE, Paulo. Pedagogia do Oprimido. Rio de Janeiro: Paz e Terra, 2005.FUNDO BRASIL. Associação Elas Existem: LER – Leitura, Existência, Resistência. [S..l.], [201-]. Disponível em: https://www.fundobrasil.org.br/projeto/associacao-elas-existem-mulheres-encarceradas/. Acesso em: 10 ago. 2020.GOFFMAN, Erving. Manicômios, prisões e conventos. São Paulo: Perspectiva, 1974.HERINGER, Carolina. Projeto em presídios troca leitura de livros por redução de penas. O Globo, Rio de Janeiro, jun. 2019. Disponível em: https://oglobo.globo.com/rio/projeto-em-presidios-troca-leitura-de-livros-por-reducao-de-penas-23743459. Acesso em: 10 ago. 2020.JULIÃO, Elionaldo Fernandes. Escola na ou da prisão. Caderno Cedes, Campinas, v. 36, n. 98, p. 25-42, jan./abr., 2016. Disponível em: http://www.scielo.br/pdf/ccedes/v36n98/1678-7110-ccedes-36-98-00025.pdf. Acesso em: 10 ago. 2020.KLEIMAN, Angela. Texto e leitor: aspectos cognitivos da leitura. 15. ed. Campinas, SP: Pontes, 2013.MELO, Vanusa Maria de. Aproveitando brechas: experiências com cinema em escolas prisionais do Rio de Janeiro. 2014. Dissertação (Mestrado em Educação) – Programa de Pós-Graduação em Educação, Pontifícia Universidade Católica do Rio de Janeiro, Rio de Janeiro, 2014.MINAYO, Maria Cecília de Souza et al. Pesquisa social: teoria, método e criatividade. Petrópolis, RJ: Vozes: 1994.MOTA, Jorge Alexandre Salvador. Glossário de palavras e expressões utilizadas por facções criminosas e presas. Registrado na Fundação Biblioteca Nacional, Escritório de Direitos Autorais, reg. n°. 419734, Livro 784, fl. 394, em 03/01/2008, Rio de Janeiro. Disponível em: https://docplayer.com.br/72549176-Glossario-de-palavras-e-expressoes-utilizada-por-faccoes-criminosas-e-presos.html. Acesso em 17 dez. 2020.ONOFRE, Elenice Camarosano. O espaço da prisão e suas práticas educativas: enfoques e perspectivas contemporâneas. São Carlos, SP: EdUFSCar, 2011.PENNAC, Daniel. Como um romance. Rio de Janeiro: Rocco, 2003.PETIT, Congresso Internacional dos Editores de Buenos Aires. Mesa Redonda: “Estratégias para a construção de leitores”. Asolectura, Bogotá, n 4, abril, 2005.SANTOS, Marcelo; LEITE, Luciana de Paiva Vilhena. Leitura e (re)ssocialização: as práticas de mediação pela leitura. Leitura em Revista, Rio de Janeiro, n. 12, dez. 2017. Disponível em: https://iiler.puc-rio.br/leituraemrevista/index.php/LER/article/view/154/5. Acesso em: 06 ago. 2020.SEAP - Secretaria de Administração Penitenciária (Rio de Janeiro). Resolução SEAP nº 621, de 01 de julho de 2016. Institui no âmbito do Sistema Penitenciário do Estado do Rio de Janeiro, a remição de leitura. Rio de Janeiro: SEAP, 2016. Disponível em: https://seguro.mprj.mp.br/documents/10227/17427961/resolucao_seap_n_621_de_01_de_julho_de_2016.pdf. Acesso em: 6 ago. 2020.UNIRIO (Universidade Federal do Estado do Rio de Janeiro). Plano de ação – extensão e cultura. Rio de Janeiro: Centro de Letras e Artes da Unirio, 2017. Disponível em: http://www.unirio.br/unidades-academicas-1/letraseartes/escoladeletras/o-leitor-como-protagonista. Acesso em: 06 ago. 2020.
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Carvalho, Wesley Ferreira de, and Carla Karnoppi Vasques. "Marino: litorais entre a socioeducação e a educação especial (Marino: coastlines between socioeducation and special education)." Revista Eletrônica de Educação 15 (March 24, 2021): e4709040. http://dx.doi.org/10.14244/198271994709.
Full textAbstract:
e4709040The article discusses the process of schooling of young people who committed infractions and serve incarceration sentences at the Foundation of Social Education Service in the state of Rio Grande do Sul. The connections between socioeducation and special education are also sought in this study. The case construction, as a methodology derived from psychoanalysis, articulates the singular of the case to the universal of legal regulation and the limits and possibilities of institutional service. In order to weave the argument, we rely on, in addition to interviews, technical and medical reports, pedagogical feedback and the individual service plan. Marino's experience is similar to that of so many other poor young Brazilians, mostly black or mixed race, being in an extreme situation, characterizes the absence of basic rights: their special educational needs were identified and specialized educational service was recorded in the school context. However, guiding for specialized educational service is not implemented. Although we have specific legislation, the intersectoral dialogue is not privileged and does not assist the restorative and educational processes provided by the comprehensive youth protection system. Few people recognize the double vulnerability that affects a young person in conflict with the law in a situation of impairment.ResumoO artigo trata do processo de escolarização de jovens que cometeram ato infracional e cumprem medida privativa de liberdade na Fundação de Atendimento Socioeducativo do Rio Grande do Sul (FASE-RS). Busca-se, também, os encontros entre a socioeducação e a educação especial. A construção do caso, como metodologia oriunda da psicanálise, articula o singular do caso ao universal da regulação jurídica, além dos limites e possibilidades do atendimento institucional. Apoia-se, para além das entrevistas, em relatórios técnicos e médicos, em pareceres pedagógicos e no plano individual de atendimento para tecer o argumento. A trajetória de Marino assemelha-se a de tantos outros jovens brasileiros pobres, em sua maioria pretos ou pardos, posicionados em uma situação extrema e caracterizada pela ausência de direitos básicos; suas necessidades educacionais especiais são identificadas e o atendimento educacional especializado ganhou registro no contexto escolar; entretanto, o encaminhamento não se efetiva. Embora haja legislações específicas, o diálogo intersetorial não é privilegiado e pouco auxilia nos processos restaurativo e educativo previstos pelo sistema de proteção integral ao jovem. Dessa forma, poucos reconhecem a dupla vulnerabilidade que acomete um jovem em conflito com a lei em situação de deficiência.Palavras-chave: Adolescente em conflito com a lei, Educação especial, Escolarização, Deficiência.Keywords: Adolescent in conflict with the law, Special education, Schooling, Impairment.ReferencesADORNO, Theodor W. O ensaio como forma. In: Adorno, Theodor W. Notas de literatura I. São Paulo: Duas Cidades; Editora 34, 2003. p. 15-45.AZEREDO, Sheila Regina Matos de. A conquista da autonomia do dependente químico com o Estatuto da Pessoa Com Deficiência: a perda de uma chance? 2017. 128f. Dissertação de Mestrado (Programa de Pós-Graduação em Direito Constitucional). Universidade Federal Fluminense, Niterói, 2017.BISINOTO, Cynthia. Repercussões das concepções no espaço educativo e na ação docente. In: BISINOTO, Cynthia (Org.). Docência na socioeducação. Brasília: Universidade de Brasília: Campus Planaltina, 2014. p. 97-114.BRASIL. Lei nº 8.069, de 13 de julho de 1990. Dispõe sobre o Estatuto da Criança e do Adolescente – ECA. Diário Oficial da República Federativa do Brasil, Brasília, 16 jul. 1990. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/l8069.htm. Acesso em: 01 ago. 2020.BRASIL. Lei nº 9.394, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da educação nacional. 1996. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/l9394.htm. Acesso em: 01 ago. 2020.BRASIL. Lei nº 12.594, de 18 de janeiro de 2012. Institui o Sistema Nacional de Atendimento Socioeducativo (Sinase), regulamenta a execução das medidas socioeducativas destinadas a adolescente que pratique ato infracional. 2012. Disponível em: http://www.planalto.gov.br/ccivil_03/_Ato2011-2014/2012/Lei/L12594.htm#:~:text=Institui%20o%20Sistema%20Nacional%20de,1986%2C%207.998%2C%20de%2011%20de. Acesso em: 05 ago. 2020.BRASIL. Lei nº 13.146, de 6 de julho de 2015. Institui a Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com Deficiência). 2015. Disponível em: http://www.planalto.gov.br/ccivil_03/_ato2015-2018/2015/lei/l13146.htm. Acesso em: 05 ago. 2020.BRASIL. Ministério da Mulher, da Família e dos Direitos Humanos (MMFDH). LEVANTAMENTO ANUAL SINASE 2017. Brasília: Ministério da Mulher, da Família e dos Direitos Humanos, 2019. Disponível em: https://www.gov.br/mdh/pt-br/sdh/noticias/2018/janeiro/divulgado-levantamento-anual-do-sistema-nacional-de-atendimento-socioeducativo. Acesso em: 05 ago. 2020.BRASIL. PEC 115/2015. Altera a redação do art. 228 da Constituição Federal (imputabilidade penal do maior de dezesseis anos). Disponível em: https://www.camara.leg.br/proposicoesWeb/fichadetramitacao?idProposicao=14493. Acesso em: 24 jul. 2020.BRASIL. Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Ministério da Educação e Cultura/Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão. Brasília, 2008. Disponível em: http://portal.mec.gov.br/arquivos/pdf/politicaeducespecial.pdf. Acesso em: 02 jul.2020.BRASIL. Secretaria Especial dos Direitos Humanos da Presidência da República. Conselho Nacional dos Direitos da Criança e do Adolescente. Plano Nacional de Promoção, Proteção e Defesa do Direito de Crianças e Adolescentes à Convivência Familiar e Comunitária. Brasília, DF: CONANDA, 2006. Disponível em: https://www.mds.gov.br/webarquivos/publicacao/assistencia_social/Cadernos/Plano_Defesa_CriancasAdolescentes%20.pdf. Acesso em: 07 ago. 2020.BRASIL. Secretaria de Direitos Humanos da Presidência da República. Fundação de Atendimento Socioeducativo do Rio Grande do Sul/PEMSEIS: Programa de Execução de Medidas Socioeducativas de Internação e Semiliberdade do Rio Grande do Sul. Governo do Estado do Rio Grande do Sul. Secretaria da Justiça e dos Direitos Humanos. Porto Alegre: SDH; FASE, 2014. Disponível em: http://www.fase.rs.gov.br/wp/wp-content/uploads/2014/11/PEMSEIS_v111.pdf. Acesso em:BRASIL. Sistema Nacional da Juventude: uma gestão conectada e interativa. Brasília: Ibict, 2019. Disponível em: https://sinajuve.ibict.br/wp-content/uploads/2019/07/Guia_Digital.pdf. Acesso em: 07 ago. 2020.CARVALHO, Wesley Ferreira de. Terra-mar: litorais entre a socioeducação e a educação especial. Dissertação (Mestrado). Universidade Federal do Rio Grande do Sul. Faculdade de Educação. Programa de Pós-Graduação em Educação. Porto Alegre, BR-RS, 2017.CARMO, Michelly Eustáquia do; GUIZARDI, Francini Lube. O conceito de vulnerabilidade e seus sentidos para as políticas públicas de saúde e assistência social. Cad. Saúde Pública, Rio de Janeiro, v. 34, n. 3, 2018.CHARLOT, Bernard. Da relação com o saber: elementos para uma teoria. Porto Alegre: ARTMED, 2000.COSTA, Ana Paula Motta. Desafios contemporâneos da justiça juvenil na contemporaneidade brasileira. In: COSTA, Ana Paula Motta; EILBERG, Daniela Dora (Orgs.). Justiça juvenil na contemporaneidade. Porto Alegre: DM, 2015. p. 29-37.CRAIDY, Carmem Maria Abordagem sobre a educação no painel: políticas públicas em torno da intervenção socioeducativa. In: COSTA, Ana Paula Motta; EILBERG, Daniela Dora (Orgs.). Justiça juvenil na contemporaneidade. Porto Alegre: DM, 2015. p. 102-107.DIAS, Aline Fávaro; ONOFRE, Elenice Maria Cammarosano. A relação do jovem em conflito com a lei e a escola. Impulso Piracicaba, v. 20, n. 49, jan./jun. 2010. p. 31-42.DINIZ, Debora. Meninas fora da lei: a medida socioeducativa de internação no Distrito Federal. Brasília: LetrasLivres, 2017.EEEM. Projeto Político-Pedagógico, 2015, s/p.FERREIRA, Maria L. B. F.; SILVEIRA, Raquel A. A escola como possibilidade de inclusão e de responsabilização do adolescente: um ponto de desafio no trabalho socioeducativo. In: MACIEL, Elaine; VIDIGAL, Mariana (Org.). Espaço sob medida. Governo do Estado de Minas Gerais. Secretaria de Estado de Defesa Social. Subsecretaria de Atendimento às Medidas Socioeducativas. Belo Horizonte: Logus, 2010. p. 143-148.FERREIRA, Mônica Dias Peregrino. Juventude e escola. In: DAYRELL, Juarez; MOREIRA, Maria Ignez Costa; STENGEL, Márcia (Orgs.). Juventudes contemporâneas: um mosaico de possibilidades. Belo Horizonte: PUC Minas, 2010. p. 81-98.FLICKINGER, Hans-Georg. Autonomia e reconhecimento: dois conceitos-chave na formac?a?o. Educac?a?o, Porto Alegre, v. 34, jan./abr. 2011. p. 7-12.GUERRA, Andréa Maris Campos. Educar para a cidadania: nas fronteiras da socioeducac?a?o. Curri?culo sem Fronteiras, v. 17, n. 2, maio/ago. 2017. p. 260-274.GUERRA, Andréa Maris Campos et al. Risco e Sinthome: A Psicanálise no Sistema Socioeducativo. Psic.: Teor. e Pesq., Brasília, v. 30, n. 2, jun. 2014. p. 171-177.GURSKI, Rose; PEREIRA, Marcelo R. et al. Quando a psicanálise escuta a socioeducação. Belo Horizonte: Fino Traço, 2019.INSTITUTO DATAFOLHA, Violência PO813983 18 e 19/12/2018. Disponível em: http://media.folha.uol.com.br/datafolha/2019/01/14/15c9badb875e00d88c8408b49296bf94-v.pdf. 2018. Acesso em: 24 jul. 2020.JESUS, Vania Cristina Pauluk de. Condições escolares e laborais de adolescentes autores de atos infracionais: um desafio à socioeducação. Revista Eletro?nica de Educac?a?o. Sa?o Carlos, SP: UFSCar, v. 7, n. 3, maio 2013. p. 129-142.LACAN, Jacques. Lituraterra. In: Outros Escritos. Rio de Janeiro: Jorge Zahar, 2003 (1971). p. 15-25. MADRUGA, Sidney. Pessoas com Deficiência e Direitos Humanos: ótica da diferença e ações afirmativas. 2. ed. São Paulo: Saraiva, 2016ORGANIZAÇÃO MUNDIAL DA SAÚDE. CIF: Classificação Internacional de Funcionalidade, Incapacidade e Saúde [Centro Colaborador da Organização Mundial da Saúde para a Família de Classificações Internacionais, org.; coordenação da tradução Cassia Maria Buchalla]. São Paulo: Editora da Universidade de São Paulo – EDUSP, 2003.PADOVANI, Andréa Sandoval; RISTUM, Marilena. A escola como caminho socioeducativo para adolescentes privados de liberdade. Educação e Pesquisa, São Paulo, v. 39, n. 4, p. 969-984, 2013.SKRTIC, Thomas M. A injustiça institucionalizada: construção e uso da deficiência na escola. In: BUENO, José Geraldo Silveira; MUNAKATA, Kazumi; CHIOZZINI, Daniel Ferraz (Orgs.). A escola como objeto de estudo: escola, desigualdades, diversidades. Araraquara/SP: Junqueira e Marin Editores, 2014. p. 173 a 210.ZANELLA, Maria Nilvane. Adolescente em conflito com a lei e a escola: uma relac?a?o possi?vel? Revista Bras. Adolesce?ncia e Conflitualidade, n. 3, p.4-22, 2019.
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HORIYE, Erik Yudi, and Andreia Cunha Malheiros SANTANA. "A FORMAÇÃO DO PROFESSOR EM FOCO: O PAPEL DO ESTÁGIO." Trama 17, no. 41 (June 1, 2021): 45–58. http://dx.doi.org/10.48075/rt.v17i41.26793.
Full textAbstract:
O presente artigo teve por objetivo central investigar as dificuldades encontradas durante a realização do estágio supervisionado nos cursos de licenciatura em Educação Física e Letras-Português de uma universidade pública do estado do Paraná- Brasil, identificando os seus pontos positivos e negativos, bem como o contexto no qual ele está inserido. A fundamentação teórica articulou o discurso legal que regulamenta o estágio nos cursos de licenciatura, bem como as reflexões de diferentes estudiosos sobre a importância deste momento na formação do professor, a saber Pimenta e Lima (2006), Andrade e Resende (2010), França (2008), entre outros. O estágio foi analisado a partir da opinião dos estudantes do quarto ano dos cursos citados e dos seus supervisores de estágio, trata-se de um recorte de uma pesquisa descritiva qualitativa (Gamboa, 2012). As conclusões finais deste estudo apontam que os futuros professores reconhecem a importância desta etapa na formação docente deles, e que muitas dificuldades estão presentes nas duas licenciaturas, o que se deve ao fato de estarem inseridas na mesma conjuntura social, política e econômica, o maior desafio encontrado pelos estagiários de ambos os cursos é a aproximação das disciplinas estudadas durante o curso com a realidade escolar e da própria universidade com a escola. Referências:ANANIAS, E. V. O estágio curricular supervisionado em educação física e o processo de profissionalização do ensino: um estudo de casos múltiplos. 2016. 213f. Tese (Doutorado em Ciência da Motricidade) – Universidade Estadual Paulista, UNESP, Rio Claro, SP.ANDRADE, R. C. R; RESENDE, M. R. Aspectos legais do estágio na formação de professores: uma retrospectiva histórica. Educação em perspectiva. Viçosa, MG, v. 1, n. 2, p. 230-252, jul./dez. 2010. Disponível em: http://www.seer.ufv.br/seer/educacaoemperspectiva/index.php/ppgeufv/article/view/77/35 . Acesso em: 25 nov. 2020AZEVEDO, J. A. M. Ensino de Língua Portuguesa: da formação do professor à sala de aula. 2012. 260f. Tese de doutorado, Universidade Federal do Rio Grande do Norte, Natal, RN, Brasil.BRASIL. Decreto-Lei nº 1.190/1939, 04 de abril de 1939. Dá organização à Faculdade Nacional de Filosofia. Brasília. 1939. Disponível em: http://www2.camara.leg.br/legin/fed/declei/1930-1939/decreto-lei-1190-4-abril-1939-349241-publicacaooriginal-1-pe.html Acesso em: 25 nov. 2020BRASIL. Lei nº 5.692/71 de 11 de agosto de 1971. Fixa diretrizes e bases o ensino de 1º e 2º graus, e das outras providências. Brasília. 1971. Disponível em: http://www2.camara.leg.br/legin/fed/lei/1970-1979/lei-5692-11-agosto-1971-357752-publicacaooriginal-1-pl.html Acesso em: 25 nov. 2020BRASIL. Lei nº 7.044, de 18 de Outubro de 1982. Altera dispositivos da Lei nº 5.692, de 11 de agosto de 1971, referentes a profissionalização do ensino de 2º grau. Disponível em: https://www2.camara.leg.br/legin/fed/lei/1980-1987/lei-7044-18-outubro-1982-357120-publicacaooriginal-1-pl.html Acesso em: 25 nov. 2020BRASIL. Ministério da Educação, Conselho Nacional de Educação. Resolução CNE/CP 9, de 8 de maio de 2001. Institui Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica, em nível superior, Curso de Licenciatura, de graduação plena. Brasília, 2001. Disponível em http://portal.mec.gov.br/cne/arquivos/pdf/009.pdf Acesso em: 25 nov. 2020BRASIL. Diretrizes Curriculares Nacionais para a Educação Básica (DCN), Brasília, 2013. Disponível em: http://portal.mec.gov.br/index.php?option=com_docmanview=downloadalias=15548-d-c-n-educacao-basica-nova-pdfItemid=30192 . Acesso em: 25 nov. 2020BRASIL. Resolução CNE/CP 2, de 1º de julho de 2015. Brasília. 2015. Institui Diretrizes Curriculares Nacionais para a Formação Inicial em Nível Superior e para a formação continuada. Disponível em: http://pronacampo.mec.gov.br/images/pdf/res_cne_cp_02_03072015.pdfBRASIL. MINISTÉRIO DA EDUCAÇÃO. MEC. Censo da Educação Superior: notas estatísticas, Brasília, 2016. Disponível em: http://download.inep.gov.br/educacao_superior/censo_superior/documentos/2016/notas_sobre_o_censo_da_educacao_superior_2016.pdf . Acesso em: 25 nov. 2020CESÁRIO, M; LUGLE, A. M. C; CARVALHO, A. M. F. T; CZERNISZ, E. C. S; FÁVARO, M. R. G. Concepção de Estágio dos Cursos de Licenciaturas da UEL. LIMA, A. M. S. (org.) Os estágios nas licenciaturas da UEL. Londrina: UEL. 2013.FRANÇA, S. S. A. Políticas para formação de professores: reflexões sobre o estágio supervisionado – do legal ao real. 2012. 135f. Dissertação (Mestrado em Educação) – Universidade Estadual Paulista, UNESP, Presidente Prudente, SP.FONTANA, R. A. C. Estágio: do labirinto aos frágeis Fios de Ariadne. In: A. V. GONÇALVES, A. S. PINHEIRO, M. A. FERRO, (orgs.) Estágio Supervisionado e Práticas Educativas: Diálogos interdisciplinares. Dourados, MS: Editora UEMS, 2011GAMBOA, S. S. Pesquisa em Educação: métodos e epistemologias. Chapecó: Argos, 2012.GIL, A. C. Como elaborar projetos de pesquisa. São Paulo: Atlas, 2002.KONDER, L. O futuro da filosofia da práxis: o pensamento de Marx no século XII. Rio de Janeiro: Paz e Terra, 1992.KOSIK, K. Dialética do concreto. Rio de Janeiro: Paz e Terra, 1976.PIMENTA, S. G. LIMA, M. S. L. Estágio e docência: diferentes concepções. Revista Poiesis. v. 3, n. 3 e 4, p.5-24.2006 Disponível em: http://www.revistas.ufg.br/index.php/poesis/article/view/10542/7012 Acesso em: 25 nov. 2020RODRIGUES, M. A N. A (re)configurações sobre o trabalho docente em relatórios de estágio. 2011. 167f. Tese (Doutorado em Linguística) – Universidade Federal da Paraíba, João Pessoa.SANTANA, A. C. M. INFORSATO, E. C. O Estágio Supervisionado na formação Docente. Caminhos da Educação. v.3, n.1, p. 1-25.2011 Recuperado em 08 dezembro 2015, de http://periodicos.franca.unesp.br/index.php/caminhos/article/view/290/384 Acesso em: 25 nov. 2020.SILVA, W. R; PEREIRA, B. G. Estágio supervisionado como componente curricular catalisador de saberes na formação inicial do professor. Domínio de Linguagem, Uberlândia, v. 10, n. 1, p. 146-165, jan./mar. 2016. Disponível em: http://www.seer.ufu.br/index.php/dominiosdelinguagem/article/view/32164/18087 . Acesso em: 25 nov. 2020.TÉO, C. E. (2012) Estágio curricular supervisionado como campo de pesquisa na formação inicial do professor de educação física da UEL. Dissertação de Mestrado, Universidade Estadual de Londrina, Londrina, PR, Brasil. Disponível em: http://www.uel.br/pos/mestredu/images/stories/downloads/dissertacoes/2013/2013_-_TEO_Carlos_eduardo.pdf Acesso em: 25 nov. 2020TERRIBILI FILHO, A. Ensino Superior Noturno no Brasil: Estudar para trabalhar ou trabalhar para estudar?. Pensamento e Realidade, São Paulo, v. 22, p. 43-65, 2008. Disponível em: https://revistas.pucsp.br/index.php/pensamentorealidade/article/view/8299/6172 . Acesso em: 25 nov. 2020VASQUEZ, A. S. Filosofia da Práxis. Rio de Janeiro: Paz e Terra, 1977.Recebido em 23-01-2021Revisões requeridas em 15-04-2021Aceito em 28-04-2021
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Gomes, Silvia Janaina Silveira, and Nilma Margarida de Castro Crusoé. "Prática formativa no ensino superior na perspectiva da Fenomenologia Sociológica: narrativa de estudantes (Formative practice in higher education from perspective of Sociological Phenomenology: student narrative)." Revista Eletrônica de Educação 14 (March 3, 2020): 3446062. http://dx.doi.org/10.14244/198271993446.
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This article aims to present a research result on meanings of formative practice in the context of Institutional Program of Initiation to Teaching (PIBID). As a research method, adopted the sociological phenomenology that allowed, among other aspects, to understand the symbolic dimension of formative practice for each students. One of the principles of that method consists in the perspective that senses emerge from the relation with the other, bringing to surface the idea of intersubjectivity, thus configuring a phenomenology of social relations. In order to access the senses produced in the world of life, in encounter of consciousness with the world, in specific case of this research, in the context of formative practice, semistructured interview has been used with five undergraduate students invited to give a break in the flow of life for think about teacher training. The senses revealed in this study are close to the concern with student learning, having the teacher as the main driver of this process, as well as the student and his way of learning. There are also senses about difficulties that each student presents in application of knowledge and draws attention to the relation between knowledge and reality. Sense about the teacher-student relationship reveals concern with professional and human dimension as well as authority of teacher's knowledge in the classroom with students.Resumo Este artigo tem como objetivo apresentar resultado de pesquisa sobre sentidos de prática formativa no contexto do Programa Institucional de Bolsa de Iniciação à Docência (PIBID). Como método de pesquisa adotou-se a Fenomenologia Sociológica que permitiu, entre outros aspectos, compreender a dimensão simbólica da prática formativa para cada um dos estudantes. Um dos princípios desse método consiste na perspectiva de que os sentidos nascem da relação com o outro trazendo à tona a ideia de intersubjetividade configurando, assim, uma Fenomenologia das relações sociais. Para acessar os sentidos produzidos no mundo da vida, no encontro da consciência com o mundo, no caso especifico desta pesquisa, no contexto da prática formativa, foi utilizada a entrevista semiestruturada com cinco estudantes de licenciaturas diversas, convidados a suspender o fluxo da vida para pensar sobre sua formação docente. Os sentidos revelados neste estudo se aproximam na preocupação com a aprendizagem do estudante tendo o professor como principal condutor desse processo como, também, o estudante e seu modo de aprender. Aparecem, também, sentidos a respeito das dificuldades que cada aluno apresenta na aplicação do conhecimento e chama à atenção para a relação entre conhecimento e realidade. Sentidos sobre a relação professor-estudante revelam preocupação com a dimensão profissional e humana, bem como a autoridade do conhecimento do professor, em sala de aula, com os estudantes.ResumenEste artículo tiene como objetivo presentar resultados de investigación sobre sentidos de práctica formativa en el contexto del Programa Institucional de Beca de Iniciación a la Docencia (PIBID). Como método de investigación se adoptó si la fenomenología sociológica que permitió, entre otros aspectos, comprender la dimensión simbólica de la práctica formativa para cada uno de los estudiantes. Uno de los principios de este método consiste en la perspectiva de que los sentidos nacen de la relación con el otro trayendo a la superficie la idea de intersubjetividad, configurando así una fenomenología de las relaciones sociales. Para acceder a los sentidos producidos en el mundo de la vida, en el encuentro de la conciencia con el mundo, en el caso específico de esa investigación, en el contexto de la práctica formativa, se utilizó la entrevista semiestructurada con cinco estudiantes de licenciaturas diversas, invitados a suspender el flujo de la vida para pensar en su formación docente. Los sentidos revelados en este estudio se aproximan a la preocupación por el aprendizaje del estudiante teniendo el profesor como principal conductor de ese proceso como, también, el estudiante y su modo de aprender. Aparecen, también, sentidos respecto a las dificultades que cada alumno presenta en la aplicación del conocimiento y llama la atención sobre la relación entre conocimiento y realidad. Los sentidos sobre la relación profesor-estudiante revelan preocupación por la dimensión profesional y humana así como la autoridad del conocimiento del profesor, en el aula, con los estudiantes.Palavras-chave: Ensino superior, Fenomenologia sociológica, Prática formativa.Keywords: Higher education, Sociological phenomenology, Formative practice.Palabras clave: Enseñanza superior, Fenomenología sociológica, Práctica formativa.ReferencesAMADO, J. Manual de investigação qualitativa em educação. Portugal: Imprensa da Universidade de Coimbra, 2014.AMBROSETTI, N. B. et al. Contribuições do PIBID para a formação inicial de professores: o olhar dos estudantes. Educação em Perspectiva, Viçosa, v. 4, n. 1, p. 151-174, jan./jun. 2013. Disponível em http://www.seer.ufv.br/seer/educacaoemperspectiva/index.php/ppgeufv/article/viewFile/405/106 Acesso em 10/03/2017.ASSIS, A. S. de. Contribuições do PIBID para a valorização dos professores: o que dizem as teses e dissertações? 38ª Reunião Nacional da ANPEd – 01 a 05 de outubro de 2017, UFMA – São Luís. Disponível em http://38reuniao.anped.org.br/sites/default/files/resources/programacao/trabalho_38anped_2017_GT08_1256.pdf Acesso em 18/11/2017.BRASIL. Decreto nº 7.219, de 24 de junho de 2010. Dispõe sobre o Programa Institucional de Bolsa de Iniciação à Docência – Pibid. Disponível em http://www.planalto.gov.br/ccivil_03/_Ato2007-2010/2010/Decreto/D7219.htm Acesso em 08/03/2017.BRASIL. Lei nº 11.502, de 11 de julho de 2007. Modifica as competências e a estrutura organizacional da fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES, de que trata a Lei no 8.405, de 9 de janeiro de 1992; e altera as Leis nos 8.405, de 9 de janeiro de 1992, e 11.273, de 6 de fevereiro de 2006, que autoriza a concessão de bolsas de estudo e de pesquisa a participantes de programas de formação inicial e continuada de professores para a educação básica. Disponível em https://www.planalto.gov.br/ccivil_03/_Ato2007-2010/2007/Lei/L11502.htm Acesso em 08/03/2017.BRASIL. Portaria Normativa nº 38, de 12 de dezembro de 2007. Ministério da Educação. Dispõe sobre o Programa Institucional de Bolsa de Iniciação à Docência. Disponível em https://www.capes.gov.br/images/stories/download/legislacao/Portaria_Normativa_38_PIBID.pdf Acesso em 08/03/2017.CRUSOÉ, Nilma Margarida de Castro. Subprojeto de Pedagogia: A organização da prática pedagógica dos professores dos três (03) anos iniciais do Ensino Fundamental de nove (09) anos: articulação e continuidade da trajetória escolar. In: BAHIA, Projeto Institucional Microrrede de ensino-aprendizagem-formação. PIBID/UESB, Vitória da Conquista, Bahia, 2012.CRUSOÉ, Nilma Margarida de Castro. Prática Pedagógica interdisciplinar na escola fundamental: sentidos atribuídos pelas professoras. Curitiba, PR:CRV, 2014.FELÍCIO, H. M. dos S. O PIBID com “terceiro espaço” de formação inicial de professores. Rev. Diálogo Educ., Curitiba, V. 14. n. 42, p. 415-434, maio/ago. 2014. Disponível em http://www2.pucpr.br/reol/index.php/dialogo?dd99=pdf&dd1=12752 Acesso em 03/07/2017.FREIRE, P. Professora sim, tia não: cartas a quem ousa ensinar. São Paulo: Olho Dágua, 1997.FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. 36 ed. São Paulo: Paz e Terra, 1996.GATTI, B.; BARRETTO, E. S. de S.; ANDRÉ, M. E. D. A. Políticas docentes no Brasil: um estado da arte. Brasília: UNESCO, 2011. Disponível em http://unesdoc.unesco.org/images/0021/002121/212183POR.pdf Acesso em 10/03/2017.HUSSERL, Edmund. Investigações lógicas: segundo volume, parte I: investigações para a fenomenologia e a Teoria do conhecimento. Rio de Janeiro: Forense, 2015.HUSSERL, Edmund. Ideias para uma fenomenologia pura e para uma filosofia fenomenológica: introdução geral à fenomenologia pura. Aparecida, SP: Ideias & Letras, 2006. MEC/UFRGS. Projeto de cooperação técnica MEC e UFRGS para construção de orientações curriculares para a Educação Infantil. Brasília, 2009. Disponível em http://portal.mec.gov.br/dmdocuments/relat_seb_praticas_cotidianas.pdf Acesso em 24/01/2019.MINAYO, M. C. de S. O desafio do conhecimento: pesquisa qualitativa em saúde. 12 ed. São Paulo: Hucitec, 2010.PROJETO INSTITUCIONAL DE BOLSA DE INICIAÇÃO À DOCÊNCIA – PIBID. Universidade Estadual do Sudoeste da Bahia – UESB. Microrrede de ensino-aprendizagem-formação. 2012. Disponível em http://www.uesb.br/links/2013/05/fapesb/projeto_institucional_2012.pdf Acesso em 04/03/2017.SAVIANI, D. Pedagogia histórico-crítica: primeiras aproximações. 11 ed. rev. Campinas, SP: Autores Associados, 2011. (Coleção Educação contemporânea).SAVIANI, D. Escola e democracia. 32 ed. Campinas, SP: Autores Associados, 1999. (Coleção Polêmicas do nosso tempo).SCHUTZ, A. Sobre fenomenologia e relações sociais. Edição e organização: Helmut T. R. Wagner. Tradução de Raquel Weiss. Petrópolis, RJ: Vozes, 2012.ZEICHNER, K. Repensando as conexões entre a formação na universidade e as experiências de campo na formação de professores em faculdades e universidades. Educação, Santa Maria, v. 35, n. 3, p. 479-504, set./dez. 2010. Disponível em https://periodicos.ufsm.br/reveducacao/article/view/2357/1424 Acesso em 20/05/2017.e3446062
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Malheiros, Ana Paula Dos Santos, Lahis Braga Souza, and Patrícia Peralta. "Tecnologias Digitais nas aulas de Matemática: um olhar para Diretoria de Ensino de São José do Rio Preto – SP (Digital Technologies in Mathematics classes: a look at the Board of Education of São José do Rio Preto – SP)." Revista Eletrônica de Educação 14 (February 1, 2020): 2841040. http://dx.doi.org/10.14244/198271992841.
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This paper presents results of research on the insertion of Digital Technologies in the Mathematics classes in the final years of Elementary School, in the Board of Education of São José do Rio Preto. For this purpose, we initially introduced the Project "Mapping of the use of information technologies in Mathematics classes in the state of São Paulo", to which these researches are linked. Subsequently, we dialogued with part of the pertinent literature about Digital Technologies in Mathematics classes, as well as with the continuing formation of teachers for the use of these technologies. Then we present the mosaic built from the researches in Board of Education, developed from the qualitative methodological paradigm. The results show the need for continuous formation of teachers, in addition to continuing formation, the role of management as essential for Digital Technologies to enter classrooms, as well as the difficulty of teachers in developing activities with Digital Technologies. Finally, we argue about the importance of being carried out and portrayed studies of this nature, to generate discussions and reflections about technologies present in schools and in Mathematics classes in Basic Education.Resumo Este artigo apresenta resultados de pesquisas acerca da inserção das Tecnologias Digitais nas aulas de Matemática dos anos finais do Ensino Fundamental, na Diretoria de Ensino de São José do Rio Preto. Para tanto, inicialmente apresentamos o projeto “Mapeamento do uso de tecnologias da informação nas aulas de Matemática no estado de São Paulo”, ao qual essas pesquisas estão vinculadas. Posteriormente, dialogamos com parte da literatura pertinente sobre Tecnologias Digitais nas aulas de Matemática, bem como com a formação continuada dos professores para o uso destas. Em seguida, apresentamos o mosaico construído a partir das pesquisas na Diretoria de Ensino, desenvolvido a partir do paradigma metodológico qualitativo. Os resultados evidenciam a necessidade de formação contínua, para além da continuada, dos professores, o papel da gestão como fundamental para que as Tecnologias Digitais adentrem as salas aula, assim como a dificuldade dos docentes na elaboração de atividades com Tecnologias Digitais. Por fim, argumentamos sobre a importância de serem realizados e retratados estudos desta natureza, para gerar discussões e reflexões acerca das tecnologias presentes nas escolas e nas aulas de Matemática na Educação Básica.Palavras-chave: Anos finais do ensino fundamental, Educação matemática, Educação básica, Formação de professores.Keywords: Final years of elementary school, Mathematics education, Basic education, Formation of teachers.ReferencesALMEIDA NETO, A. S.; CIAMPI, H. A História a ser Ensinada em São Paulo. Educação em Revista. Belo Horizonte, v. 31, n. 01, p. 195-221, 2015.ALONSO, M. A. Formação de gestores escolares: um campo de pesquisa a ser explorado. In: ALMEIDA, M. E. B. de; ALONSO, M. Tecnologias na formação e na gestão escolar. São Paulo: Editora Avercamp, 2007, p. 21-34. 136 p.ANDRADE, P. F.; ZAMPIERI, M. T.; JAVARONI, S. L. O Computador e a Prática Pedagógica: Os Laboratórios de Informática das Escolas Estaduais Públicas de Bauru. 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Tecnologias digitais na educação básica: um retrato de aspectos evidenciados por professores de matemática em formação continuada. 2016. 141 f. Dissertação (Mestrado em Educação Matemática) – Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, Rio Claro, 2016.BRAGA, L.; PERALTA, P.; MALHEIROS, A. P. S. A Visão dos Professores da Educação Básica sobre as Tecnologias nas Aulas de Matemática: Um Olhar para a Diretoria de Ensino de São José do Rio Preto In: Anais do III CONGRESSO NACIONAL DE FORMAÇÃO DE PROFESSORES E XIII CONGRESSO ESTADUAL PAULISTA SOBRE FORMAÇÃO DE EDUCADORES – PROFISSÃO DE PROFESSOR: CENÁRIOS, TENSÕES E PERSPECTIVAS, Águas de Lindóia, 2016.BRASIL. Secretaria de Educação Básica. Base Nacional Curricular Comum: Educação é a Base. Brasília: Ministério da Educação. 2017. Disponível em http://basenacionalcomum.mec.gov.br/images/BNCC_20dez_site.pdf. Acesso em 26 mar. 2018.BRASIL, Portaria nº 522, de 9 de abril de 1997. Disponível em: <http://www.dominiopublico.gov.br/download/texto/me001167.pdf > Acesso em 15 de fevereiro de 2017.BRASIL. Ministério da Educação. Catálogo da Rede Nacional de Formação Continuada de Professores da Educação Básica: orientações gerais. Brasília, 2006. Disponível em: <http://portal.mec.gov.br/seb/arquivos/pdf/Rede/catalg_rede_06.pdf>. Acesso em 22 de março de 2017.BRASIL. Ministério da Educação. Decreto 5.622, de 19 de dezembro de 2005. Regulamenta o Art. 80 da Lei n° 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional. Brasília, 2005. Disponível em: <http://www2.senado.leg.br/bdsf/bitstream/handle/id/70320/65.pdf?sequence=3>. Acesso em 26 de fevereiro de 2017.BRASIL. Secretaria de Educação Fundamental. Parâmetros curriculares nacionais: Matemática. Secretaria de Educação Fundamental. Brasília: MEC/ SEF, 1998. 148p.CHIARI, A. S. S.; BORBA, M. C. Vinte anos de GPIMEM: um Mosaico de Pesquisas em Movimento. In: BORBA, M.C.; CHIARI, A. S. S. (Org.). Tecnologias Digitais e Educação Matemática. 1. ed. São Paulo: Editora Livraria da Física, 2013, v. 1, p. 13-37.CHINELLATO, T. G. O uso do computador em escolas públicas estaduais da cidade de Limeira/SP. 2014. 104 f. Dissertação (Mestrado em Educação Matemática) – Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, Rio Claro, 2014.CRECCI, V. M.; FIORENTINI, D. Gestão do Currículo de Matemática sob Diferentes Profissionalidades. Bolema: Boletim de Educação Matemática (Online), Rio Claro (SP), v. 28, n. 49, p. 601-620, ago. 2014.DINIZ, L. N.; BORBA, M. C. Leitura e interpretação de dados prontos em um ambiente de Modelagem e Tecnologias Digitais: o mosaico em Movimento. Bolema: Boletim de Educação Matemática (Online), v. 26, n. 43, p. 163-190. Ago. 2012.FARIA, R. W. S. C. Raciocínio Proporcional: integrando aritmética, geometria e álgebra com GeoGebra. 2016. 278f. Tese (Doutorado em Educação Matemática) – Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, Rio Claro, 2016.GOLDENBERG, M. A Arte de Pesquisar. 3. ed. Rio de Janeiro: Record, 2004.JAVARONI, S. L.; ZAMPIERI, M. T. O Uso das TIC nas Práticas dos Professores de Matemática da Rede Básica de Ensino: o projeto Mapeamento e seus desdobramentos. Bolema: Boletim de Educação Matemática (Online), v. 29, p. 998-1022, 2015.KENSKI, V. M. Tecnologias e ensino presencial e a distância. 7. ed. Campinas: Papirus, 2013.LINCOLN, Y.S.; GUBA, E.G. Naturalistic Inquiry. Sage Publications, 1985.MALHEIROS, A. P. S. Contribuições de Paulo Freire para uma compreensão do trabalho com a Modelagem na Formação Inicial de Professores de Matemática. Boletim GEPEM, v. 64, p. 1, 2014.MALHEIROS, A. P. S.; HONORATO, A. H. A. Modelagem nas Escolas Estaduais Paulistas: possibilidades e limitações na visão de futuros professores de Matemática. EDUCERE ET EDUCARE (IMPRESSO), v. 12, p. 1-15, 2017.MESQUITA, M. G. B. F; PAIXÃO, H. S.; GOMES, P. N. N.; Crenças e Concepções de Professores de Matemática Interferindo no Processo de Ensino-Aprendizagem. In: Anais do X ENCONTRO NACIONAL DE EDUCAÇÃO MATEMÁTICA, Salvador/BA, SBEM 2010. p. 1-11.NÓVOA, A. A formação de professores e profissão docente. In: NÓVOA, A. (Coord.). Os professores e sua formação. Lisboa: Dom Quixote, Instituto de Inovação Educacional, 2003. 158 p. Tradução: Graça Cunha.OLIVEIRA, A. M. P. de. Formação continuada de professores de matemática e suas percepções sobre as contribuições de um curso. 2003. 130 f. Dissertação (Mestrado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, Rio Claro, 2003. Disponível em: <http://hdl.handle.net/11449/91010>. Acesso em 14 de agosto de 2017.OLIVEIRA, F. T. A Inviabilidade do uso das tecnologias da informação e comunicação no contexto escolar: o que contam os professores de Matemática? 2014. 169f. Dissertação (Mestrado em Educação Matemática) – Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, Rio Claro, 2014.PERALTA, P. F. Utilização das Tecnologias Digitais por professores de Matemática: um olhar para a região de São José do Rio Preto. 2015. 119 f. Dissertação (Mestrado em Educação Matemática) – Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, Rio Claro, 2015.PEREIRA, A. L. Crenças e concepções de professores acerca do uso das tecnologias digitais em aulas de matemática. 2017. 138 f. Dissertação (Mestrado em Educação Matemática) – Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, Rio Claro, 2017.PONTE, J. P.; BROCARDO, J.; OLIVEIRA, H. Investigações Matemáticas na Sala de Aula. 3. ed. Belo Horizonte: Autêntica, 2013.RICHIT, A. Percursos da Formação de Professores em Tecnologias na Educação: do acesso aos computadores à inclusão digital. In: RICHIT, A. (Org.). Tecnologias Digitais em Educação: perspectivas teóricas e metodológicas sobre formação e prática docente. 01ed.Curitiba: CRV, 2014, v. 01, p. 11-33.SÃO PAULO (Estado). Secretaria da Educação. Currículo do Estado de São Paulo: Matemática e suas tecnologias. Secretaria da Educação, 1. ed. atual. São Paulo, 2012. Disponível em: <http://www.educacao.sp.gov.br/a2sitebox/arquivos/documentos/783.pdf>. Acesso em 22 de janeiro de 2017.SÃO PAULO (Estado). Acessa Escola: manual de procedimentos. Secretaria do Estado de São Paulo, 2009.SÃO PAULO (Estado). Secretaria da Educação. Resolução SE 37, de 25 de abril de 2008. Institui o Programa Acessa Escola. Disponível em: <http://siau.edunet.sp.gov.br/ItemLise/arquivos/37_08.HTM?Time=05/10/2016%2015:37:54>. Acesso em 21 de janeiro 2017.SÃO PAULO (Estado). Secretaria da Educação. Resolução SE 17, de 31 de março de 2015. Dispõe sobre o Programa Acessa Escola, instituído pela Resolução SE 37, de 25 de abril de 2008. Disponível em: <http://siau.edunet.sp.gov.br/ItemLise/arquivos/17_15.HTM?Time=06/06/2017%2012:56:52 >. Acesso em 06 de maio 2017.SCHUHMACHER, V. R. N. Limitações da prática docente no uso das tecnologias da informação e comunicação. 2014. 346 p. Tese (Doutorado) – Universidade Federal de Santa Catarina, Centro de Ciências Físicas e Matemáticas, Santa Catarina, 2014. Disponível em: <https://repositorio.ufsc.br/xmlui/handle/123456789/129032> Acesso em 22 de março de 2017.TARDIF, M. Saberes docentes e formação profissional. 15. ed. Petrópolis-RJ: Vozes, 2002.e2841040
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Silva, Hellen Do Socorro de Araújo, Maura Pereira dos Anjos, Mônica Castagna Molina, and Salomão Antônio Mufarrej Hage. "Formação de professores do campo frente às “novas/velhas” políticas implementadas no Brasil: r-existência em debate (Rural Teacher Forming in face of “New/Old” Policies Implemented in Brazil: R-existence in debate)." Revista Eletrônica de Educação 14 (October 29, 2020): 4562146. http://dx.doi.org/10.14244/198271994562.
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The reflections presented in this article are part of the results produced by the research “Policies, Management and the Right to Higher Education: new modes of Regulation and trends under construction”, linked to the Universitas-Br Network, developed by Thematic Axis 7, whose research focuses on Rural Higher Education. The article provides analysis on teacher forming policies, focusing on the setbacks imposed on such policies, based on the approval of the “new” National Curriculum Guidelines for Initial Teacher Forming for Basic Education and the institution of the Common National Base for Education. Initial Forming of Teachers of Basic Education, especially in the field of the degree in Rural Education. The research method is anchored in historical and dialectical materialism through the categories of totality, historicity and mediation, in the field of teacher education policies in Brazil. Bibliographic studies of Resolutions No. 02/2015 and No. 02/2019 and the manifests of national scientific entities of teacher education were carried out. The results reveal dismantles and setbacks in the field of teacher forming policies, with the dissemination of skills pedagogy in the approval of Resolution No. 2/2019, which ignores the implementation of critical and emancipatory projects in the field of initial and continuing teacher forming. The Ministry of Education and the National Council of Education take measures to deconstruct policies aimed at rural, indigenous and quilombola subjects and threaten the continuity of the the degree in Rural Education Courses, which provokes a return to diverse and plural subjects in the guarantee of their rights.ResumoAs reflexões apresentadas neste artigo integram parte dos resultados produzidos pela pesquisa “Políticas, Gestão e Direito à Educação Superior: novos modos de Regulação e tendências em construção”, ligada à Rede Universitas-Br, desenvolvida pelo Eixo Temático 7, cuja investigação centra-se na Educação Superior do Campo. O artigo traz análises sobre as políticas de formação docente, com foco nos retrocessos impostos a tais políticas, especialmente às Licenciaturas em Educação do Campo, a partir da aprovação das “novas” Diretrizes Curriculares Nacionais para a Formação Inicial de Professores para a Educação Básica e a instituição da Base Nacional Comum para a Formação Inicial de Professores da Educação Básica. O método da pesquisa se ancora no materialismo histórico e dialético por meio das categorias totalidade, historicidade e mediação no campo das políticas de formação de professores no Brasil. Realizou-se estudos bibliográficos das Resoluções Nº 02/2015 e Nº 02/2019 e dos manifestos das entidades científicas nacionais da formação docente. Os resultados revelam desmontes e retrocessos no campo das políticas de formação de professores, com a disseminação da pedagogia das competências na aprovação da Resolução Nº 2/2019, que buscam deslegitimar a implementação de projetos críticos e emancipatórios no campo da formação inicial e continuada de professores. O Ministério da Educação e o Conselho Nacional de Educação tomam medidas que desconstroem políticas direcionadas aos sujeitos do campo, indígenas e quilombolas e ameaçam a continuidade dos cursos de Licenciatura em Educação do Campo, o que provoca uma r-existência dos sujeitos diversos e plurais na garantia de seus direitos.Palavras-chave: Formação de professores, Políticas públicas, Educação superior do campo, Licenciatura em Educação do Campo.Keywords: Teacher forming, Public policy, Higher education, Rural education.ReferencesAGUIAR, Márcia Ângela da S; DOURADO, Luiz Fernandes. BNCC e formação de professores: concepções, tensões, atores e estratégias. Revista Retratos da Escola, Brasília, v. 13, n. 25, p. 33-37, jan./mai. 2019. Disponível em: http//www.esforce.org.br. Acesso em 03. Jun, 2019.ANFOPE. A Anfope repudia a aprovação pelo CNE da Resolução que define as novas Diretrizes Curriculares para Formação Inicial de Professores da Educação Básica e Institui a Base Nacional Comum para a Formação Inicial de Professores da Educação Básica (BNC-Formação), [página online], 2019b. Disponível em: http://www.anfope.org.br/anfope-repudia-a-aprovacao-pelo-cne-da-resolucao-quedefine-as-novas-diretrizes-curriculares-para-formacao-inicial-de-professores-da-educacao-basica-einstitui-a-base-nacional-comum-para-a-formacao-in/. Acessado em 03/12/2019.ANFOPE. A ANFOPE se posiciona em defesa da Resolução 02/215 e pede arquivamento do parecer que propõe a sua alteração, [página online], 2019a. Disponível em: http://www.anfope.org.br/anfope-seposiciona-em-defesa-da-resolucao-02-215-e-pede-arquivamento-do-parecer-que-propoe-a-sua-alteracao/. 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Kristanto, Wisnu. "Javanese Traditional Songs for Early Childhood Character Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 169–84. http://dx.doi.org/10.21009/141.12.
Full textAbstract:
Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children.
Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media
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Salvaro, Cesar Bresolin, Denise Macedo Ziliotto, and Daiane Pinheiro. "Práticas e recursos pedagógicos na educação profissional de alunos com deficiência (Pedagogical practices and resources in the professional education of students with disabilities)." Revista Eletrônica de Educação 15 (November 30, 2021): e4913062. http://dx.doi.org/10.14244/198271994913.
Full textAbstract:
e4913062Professional education, initially called industrial education, was instituted in the country in 1909 and according to the Law of Guidelines and Bases, it aims to prepare for the exercise of professions.Professional education of students with disabilities would seek the development of their potentials on the citizenship exercise;describedNational Policy on Special Education in the Inclusive Education Perspective, needs to offer and ensure services related to special education for its public. The research focuses on the pedagogical practices and resources analysis present in students with disabilities' professional education, to make this educational offer and its specificities explicit. This qualitative study has descriptive nature and document design. It was developed into an institution that offers training courses for acting in the industrial sector.The data collection are publications and institutional documents, examined from the content analysis. The results indicate aspects as collaborative management, guidelines established based on institutional publications, and flexibility in the curricular matrix of the courses. However, the history of the person with disabilities' professional training shows to focus mainly on the integration subjects in productive scenario, which is visible in the analyzed context.It is important that professional education develops tools, strategies, practices and learning resources in a humanistic and integrative conception, promoting equal rights and opportunities and, especially, active participation in society.ResumoA educação profissional, denominada inicialmente ensino industrial, foi instituída no país em 1909 e, de acordo com a Lei de Diretrizes e Bases, tem como objetivo preparar para o exercício das profissões. A Educação Profissional de alunos com deficiência buscaria o desenvolvimento dos potenciais dos estudantes, proporcionando o exercício da cidadania; descrita na Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva, precisa prever e assegurar os serviços atinentes à educação especial para este público. A investigação centra-se na análise das práticas e recursos pedagógicos presentes na educação profissional de alunos com deficiência, com intuito de explicitar esta oferta educativa e suas especificidades. A pesquisa, de característica qualitativa, cunho descritivo e delineamento documental, foi desenvolvida em instituição que oferta percursos de formação para atuação no setor industrial. Os instrumentos para coleta de dados são publicações e documentos institucionais, examinados na perspectiva da análise de conteúdo. Os resultados indicam a observância de aspectos como a gestão colaborativa, o estabelecimento de diretrizes a partir de publicações institucionais e ainda a realização de flexibilização na matriz curricular dos cursos. Contudo, a história da formação profissional da pessoa com deficiência demonstra incidir majoritariamente na integração dos sujeitos no cenário produtivo, o que é visibilizado no contexto analisado. É importante que o ensino profissionalizante desenvolva instrumentos, estratégias, práticas e recursos de aprendizagem em uma concepção humanista e integradora, promovendo a igualdade de direitos e oportunidades e, sobretudo, a participação ativa na sociedade.ResumenLa educaciónprofesional, inicialmente educación industrial, se instituyóenel país en 1909 y, de acuerdo con la Ley de Directrices y Bases, tiene como objetivo prepararse para las profesiones. La Educación Profesional de los estudiantes con discapacidad buscaría el desarrollo de las potencialidades de los estudiantes, proporcionando el ejercicio de laciudadanía; descrito enla Política Nacional de Educación Especial enla Perspectiva de la Educación Inclusiva, necesita proveer y asegurar los servicios relacionados con la educación especial. La investigación se centra en el análisis de las prácticas y recursos pedagógicos presentes en la formación profesional de los estudiantes con discapacidad, ensus especificidades. La investigación, de carácter cualitativo, descriptivo y diseño documental, se desarrollóen una institución que ofrece cursos de formación para el desempeño en el sector industrial. Los instrumentos para la recopilación de datos son publicaciones y documentos institucionales, examinados desde la perspectiva del análisis de contenidos. Los resultados indican la observancia de aspectos como lagestión colaborativa, elestablecimiento de directrices basadas en publicaciones institucionales y también la realización de flexibilidad en la matriz curricular de los cursos. Sin embargo, la historia de la formación profesional de las personas con discapacidad muestra principalmente en la integración el escenario productivo, que se visualiza enel contexto analizado. Es importante que la formación profesional desarrol le herramientas, estrategias, prácticas y recursos de aprendizajeen una concepción humanista e integradora, promoviendo la igualdad de derechos y oportunidades y, sobre todo, la participación activa en la sociedad.Palavras-chave: Educação Especial, Inclusão, Trabalho.Key Words: Special Education, Inclusion, Job.Palabras clave:Educación Especial, Inclusión,Trabajo.ReferencesANJOS, Isa Regina Santos dos. Programa TEC NEP: avaliação de uma proposta de educação profissional inclusiva. 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Warmansyah, Jhoni, Restu Yuningsih, Evi Selva Nirwana, Ravidah, Rahmanda Putri, Amalina, and Masril. "The Effect of Mathematics Learning Approaches and Self-Regulation to Recognize the Concept of Early Numbers Ability." JPUD - Jurnal Pendidikan Usia Dini 17, no. 1 (April 30, 2023): 54–81. http://dx.doi.org/10.21009/jpud.171.05.
Full textAbstract:
The ability to recognize the concept of early numbers in early childhood is very important to develop so that children are ready to take part in learning mathematics at a higher level. This study aims to determine the effect of mathematics learning approaches and self-regulation to recognize the concept of early numbers ability in kindergarten. The study used an experimental method with a treatment design by level 2x2. The sample used was 32 children. Score data, ability to recognize number concepts, analyzed and interpreted. The results showed that: (1) The Realistic Mathematics Education approach is better than the Open Ended Approach in improving the ability to recognize children's number concepts; (2) There is an interaction effect between mathematics learning approaches and Self-Regulation to recognize the concept of early numbers ability; (3) The Realistic Mathematics Education approach is more suitable for children with high self-regulation, (4) The Open Ended approach is more suitable for children with low self-regulation. Subsequent experiments are expected to find mathematics learning approaches for children whose self-regulation is low on recognizing the concept of early numbers ability.
Keywords: mathematics learning approach, self-regulation, early number concept ability
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Warmansyah, Jhoni, Afriyane Ismandela, Dinda Fatma Nabila, Retno Wulandari, Widia Putri Wahyu, Khairunnisa, Anis putri, Elis Komalasari, Meliana Sari, and Restu Yuningsih. "Smartphone Addiction, Executive Function, and Mother-Child Relationships in Early Childhood Emotion Dysregulation." JPUD - Jurnal Pendidikan Usia Dini 17, no. 2 (November 30, 2023): 241–66. http://dx.doi.org/10.21009/jpud.172.05.
Full textAbstract:
Early childhood emotional dysregulation is critical in recognizing and preventing psychological well-being disorders, laying the groundwork for developing healthy emotional behaviors early on. This study aims to determine the direct influence of smartphone addiction, executive function, and the mother-child relationship on emotional dysregulation in early childhood in West Sumatra. This research method is a quantitative survey. The data collection technique in this research uses a questionnaire design on 309 parents who were selected using a simple random sampling method. This data processing tool uses the SmartPLS software. The results of the study indicate that smartphone addiction has a significant impact on emotional dysregulation in early childhood, executive function has a positive and significant effect on emotional dysregulation in early childhood, and the mother-child relationship has a positive and significant influence on emotional dysregulation in early childhood. The findings of this research can offer valuable insights into improving the understanding of the factors that influence emotional dysregulation in early childhood and intervention strategies to address the issues that arise as a result.
Keywords: smartphone addiction, executive function, mother-child relationship, emotional dysregulation, early childhood
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Dalben, Angelo de Camargo, and Rubens Beçak. "(Re)pensando as políticas públicas para as mulheres em situação de violência doméstica ou familiar no município de Araçatuba, Brasil." ARCHIVES OF HEALTH INVESTIGATION 8, no. 11 (November 29, 2019). http://dx.doi.org/10.21270/archi.v8i12.4827.
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Este estudo apresenta como se encontra estruturada a rede de enfrentamento à violência contra as mulheres no Município de Araçatuba. Para tanto, retoma o processo de consolidação internacional dos direitos humanos das mulheres ao longo da segunda metade do século XX e o caso de litigância estratégica perante a Comissão Interamericana de Direitos Humanos (CIDH), em que houve o reconhecimento da responsabilidade do Brasil pela violação de direitos de Maria da Penha Fernandes. Com isso demonstra como surgiu a Lei 11.340/06 e todas as políticas governamentais posteriores, especialmente a de combate à violência, expondo os desafios para sua integral implementação. Descritores: Direitos Humanos; Política Pública; Violência contra a Mulher.ReferênciasAlves JAL. Os direitos humanos como tema global. São Paulo: Perspectiva; 2015.Brasil. Decreto n. 591, de 6 de julho de 1992. Promulga o Pacto Internacional sobre Direitos Econômicos, Sociais e Culturais. Disponível em: http://www.planalto.gov.br/ccivil_03/decreto/1990-1994/d0591.htm. Acesso em: 2 dez. 2018.Brasil. Decreto n. 592, de 6 de julho de 1992. Promulga o Pacto Internacional sobre Direitos Civis e Políticos. Disponível em: http://www.planalto.gov.br/ccivil_03/decreto/1990-1994/d0592.htm. Acesso em: 2 dez. 2018.Brasil. Decreto n. 1.973, de 1º de agosto de 1996. Promulga a Convenção Interamericana para Prevenir, Punir e Erradicar a Violência contra a Mulher, concluída em Belém do Pará, em 1994. Disponível em: http://www.planalto.gov.br/ccivil_03/decreto/1996/D1973.htm. Acesso em: 2 dez. 2018.Brasil. Decreto n. 4.377, de 13 de setembro de 2002. Promulga a Convenção sobre a Eliminação de Todas as Formas de Discriminação contra a Mulher, de 1979. Disponível em: http://www.planalto.gov.br/ccivil_03/decreto/2002/d4377.htm. Acesso em: 2 dez. 2018.Brasil. Decreto n. 19.841, de 22 de outubro de 1945. Promulga a Carta das Nações Unidas. Disponível em: http://www.planalto.gov.br/ccivil_03/decreto/1930-1949/d19841.htm. Acesso em: 2 dez. 2018.Brasil. Lei n. 11.340, de 7 de agosto de 2006. Cria mecanismos para coibir a violência doméstica e familiar contra a mulher. Disponível em: http://www.planalto.gov.br/CCivil_03/_Ato2004-2006/2006/Lei/L11340.htm. Acesso em: 2 dez. 2018.Brasil. Presidência da República. Secretaria Nacional de Políticas para as Mulheres. Rede de Enfrentamento à Violência contra as Mulheres. Ideal Gráfica e Editora: Brasília, 2011. Disponível em: http://www.spm.gov.br/sobre/publicacoes/ publicacoes/2011/rede-de-enfrentamento. Acesso em: 2 dez. 2018.Cerqueira D (coord.). Atlas da Violência 2018. Fórum Brasileiro de Segurança Pública e Instituto de Pesquisa Econômica Aplicada – IPEA. Rio de Janeiro, 2018. Disponível em: http://www.ipea.gov.br/portal/index.php?option=com_content&view=article&id=33410&Itemid=432. Acesso em 2 dez. 208.Defensoria Pública do Estado de São Paulo. Ato do Terceiro Subdefensor Público-Geral do Estado n. 14, de 26 de fevereiro de 2018. Disponível em:https://www.defensoria.sp.def.br/dpesp/Conteudos/Materia/MateriaMostra.aspx?idItem=78999&idModulo=9777. Acesso em: 20 nov. 2018.Estado de São Paulo. Lei Complementar n. 988, de 9 de janeiro de 2006. Organiza a Defensoria Pública do Estado. Disponível em: https://www.al.sp.gov.br/repositorio/legislacao/lei.complementar/2006/lei.complementar-988-09.01.2006.html. Acesso em 2 dez. 2018.Fórum Brasileiro de Segurança Pública. Anuário Brasileiro de Segurança Pública 2018. São Paulo. Disponível em: http://www.forumseguranca.org.br/publicacoes/anuario-brasileiro-de-seguranca-publica-2018/. Acesso em 2 dez. 2018.Lafer C. A reconstrução dos direitos humanos: um diálogo com o pensamento de Hannah Arendt. São Paulo: Companhia das Letras, 1988.Organização das Nações Unidas. Declaração Universal dos Direitos Humanos. Resolução 217 A (III). Paris, 10 dez. 1948. Disponível em: https://www.ohchr.org/EN/UDHR/Documents/UDHR_Translations/por.pdf. Acesso em: 19 nov. 2018.Organização das Nações Unidas. Comitê de Eliminação da Discriminação contra a Mulher. Recomendação Geral n. 19. Adotada na 17ª Sessão, 1992. Disponível em: https://www.ohchr.org/EN/HRBodies/CEDAW/Pages/Recommendations.aspx. Acesso em: 2 dez. 2018.Organização dos Estados Americanos. Comissão Interamericana de Direitos Humanos, Informe 54/01. Caso 12.051, Maria da Penha Fernandes v. Brasil. Julgado em 16 abril 2001. Disponível em: https://cidh.oas.org/annualrep/2000port/12051.htm#_ftnref19. Acesso em: 19 nov. 2018.Piovesan F. Direitos Humanos e o Direito Constitucional Internacional. 13 ed., rev. e atual. São Paulo, Saraiva, 2012.Piovesan F. Temas de Direitos Humanos. 3 ed. São Paulo: Saraiva; 2009.Ramos AC. Teoria Geral dos Direitos Humanos na Ordem Internacional. 5. ed. São Paulo: Saraiva; 2015.Severi FC (org.). Relatório NAJURP: Direitos Humanos das Mulheres. Ribeirão Preto: Faculdade de Direito de Ribeirão Preto da Universidade de São Paulo; 2017.Severi FC. Enfrentamento à violência contra as mulheres e à domesticação da Lei Maria da Penha: elementos do projeto jurídico feminista no Brasil [tese]. Ribeirão Preto: Faculdade de Direito de Ribeirão Preto –USP; 2017. Disponível em: http://www.teses.usp.br/teses/disponiveis/livredocencia/107/tde-22062017-093152/pt-br.php. Acesso em 2 dez. 2018.Weis C. Direitos Humanos Contemporâneos. São Paulo: Malheiros; 2006.
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Adams, Fernanda Welter, Scarlet Dandara Borges Alves, Dayane Graciele dos Santos, and Simara Maria Tavares Nunes. "O projeto temático “Química e Energia em Prol de um Desenvolvimento Sustentável”: apontamentos iniciais (Thematic Project Chemistry and Energy towards sustainable development: initial appointments)." Revista Eletrônica de Educação 12, no. 3 (October 1, 2019). http://dx.doi.org/10.14244/198271992887.
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The use of differentiated methodologies allows to make Chemistry classes more attractive and to promote improvements in the teaching / learning process. Thus, in order to promote the active construction of knowledge, the fellows of the Chemistry subproject of the Institutional Program for the Initiation to Teaching (Pibid) of the Federal University of Goiás / Regional Catalão (UFG / RC) developed the Thematic Project "Chemistry and Energy for sustainable development ". One of the proposed activities was the elaboration / development of contextualized / problematized classes denominated "Sensitization". These ones addressed the theme "Energy and Sustainability" and the focus of the classes was the awareness for the use of Sustainable Energies. Thus, it was sought to promote the active subjects’ formation in the knowledge construction. The quantitative analysis was used in order to evaluate the impact of this project on the students’ training, considering the questionnaires as a source of data collection, with the questionnaires as a data collection instrument. It is evaluated that the contextualized classes served as a facilitating methodology of teaching / learning process, since they allowed students to experience activities that gave them an autonomous and critical formation. Thus, it is suggested that more activities of this type be worked on, who’s knowledge contextualization through a real and current problematic can help in the long sought citizen formation.ResumoO uso de metodologias diferenciadas permite tornar as aulas de Química mais atrativas e promover melhorias no processo ensino / aprendizagem. Assim, buscando propiciar a construção ativa do conhecimento, as bolsistas do subprojeto de Química do Programa Institucional de Bolsa de Iniciação à Docência (Pibid) da Universidade Federal de Goiás / Regional Catalão (UFG / RC) desenvolveram o Projeto Temático “Química e Energia em prol de um desenvolvimento sustentável”. Uma das atividades propostas foi a elaboração / desenvolvimento de aulas contextualizadas / problematizadas denominadas “Sensibilização”. Estas abordaram a temática “Energia e Sustentabilidade” e o foco das aulas foi a conscientização para o uso de Energias Sustentáveis. Assim, buscou-se propiciar a formação de sujeitos ativos na construção do conhecimento. A análise quantitativa foi utilizada a fim de avaliar o impacto deste projeto na formação dos alunos, tendo os questionários como instrumento de coleta de dados. Avalia-se que as aulas contextualizadas serviram como metodologia facilitadora do processo ensino/aprendizagem, pois permitiram que os alunos vivenciassem atividades as quais lhes propiciaram uma formação autônoma e crítica. Assim, sugere-se que sejam trabalhadas mais atividades desse tipo, cuja contextualização do conhecimento através de uma problemática real e atual possa ajudar na tão almejada formação cidadã.ResumenEl uso de metodologías diferenciadas permite hacer las clases de Química más atractivas y promover mejoras en el proceso de enseñanza / aprendizaje. En el presente trabajo se analizaron los resultados obtenidos en el análisis de los resultados obtenidos en el análisis de los resultados obtenidos en el análisis de los resultados de la investigación para el desarrollo sostenible”. Una de las actividades propuestas fue la elaboración / desarrollo de clases contextualizadas / problematizadas denominadas de "Sensibilización". Así, se buscó propiciar que los alumnos se convirtieran en sujetos activos en la construcción del conocimiento. Para evaluar el impacto de este Proyecto en la formación de los alumnos se utilizó el análisis cualitativo, teniendo los cuestionarios como instrumento de recolección de datos. Se evalúa que las clases contextualizadas sirvieron como metodología facilitadora del proceso de enseñanza y aprendizaje pues permitieron la formación de ciudadanos autónomos y críticos.Palavras-chave: Contextualização, Temas geradores, Metodologias diferenciadas, PIBID.Key words: Contextualization, Teaching by subjects, Differentiated methodologies.Palabras clave: Contextualización, Enseñanza por temas, Metodologías diferenciadas.ReferencesBOGDAN, R. C.; BIKLEN. S. K. Investigação qualitativa em educação: uma introdução a teoria e os métodos. Portugal: Editora Porto, 1994.BRASIL, MEC. LDBEN-Lei de Diretrizes e Bases da Educação Nacional. Lei nº 9394, de 20 de dezembro de 1996. D.O.U. de 23 de Dezembro de 1996.BRASIL, MEC. Ministério da Educação e do Desporto. Secretaria de Educação Fundamental. Parâmetros Curriculares Nacionais: Química. MEC/SEF, 1999.BRASIL, MEC. Secretaria de Educação Média e Tecnológica - Ministério da Educação e Cultura. PCN + Ensino Médio: Orientações educacionais complementares aos Parâmetros Curriculares Nacionais. Brasília: MEC/SEMTEC, 2002.BRASIL, MEC. Ministério da Educação e do Desporto. Secretaria de Educação Fundamental. Orientações Curriculares Nacionais: Química. MEC/SEF, 2006.BRASIL, MEC. Ministério da Educação. Base Nacional Comum Curricular. 2. ed. abr. 2016.CANIVEZ, P. Educar o cidadão? Campinas: Papirus, 1991.DELIZOICOV, D.; ANGOTTI, J. A.; PERNAMBUCO, M. M. Ensino de Ciências: fundamentos e métodos. São Paulo: Cortez, 2002.FREIRE, P. Pedagogia do oprimido. 17. Ed. Rio de Janeiro: Paz e Terra, 1987.GOMES, A. P.; ROÇAS, G.; DIAS COELHO, U. C.; CAVALHEIRO, P. O.; GONÇALVEZ, C. A. N.; SIQUEIRA BATISTA., R. Ensino de Ciências: Dialogando com David Ausubel. Revista Ciências&Ideias, n1, volume 1- outubro/ março, 2010.GONZÁLEZ, C. V. Reflexiones y Ejemplos de Situaciones Didácticas para una Adecuada Contextualización de los Contenidos Científicos en el Proceso de Enseñanza. Revista Eureka sobre Ensenanza y Divulgación de las Ciencias. v.1, n. 3, p. 214-223, 2004.LAVILLE, C.; DIONNE, J. A construção do saber: manual de metodologia de pesquisa em ciências humanas. Porto Alegre: Artmed, 1999.OLIVEIRA, P. R. S. O ensino de química e as novas abordagens no ensino médio, Santa Catarina, 2004. Anais da 7ª SEMANA DE ENSINO, PESQUISA E EXTENSÃO (SEPEX) da UFSC. Disponível em: / http://anais.sepex.ufsc.br/anais_4/index_fixo800600.html >. Acesso em: 07 de fevereiro de 2019.PRADO, M. E. B. B. Articulando saberes e transformando a prática. Boletim do Salto para o Futuro. Série Tecnologia e Currículo, TV Escola. Brasília: Secretaria de Educação a Distância – Seed. Ministério da Educação, 2001.RUDIO, F. V. Introdução ao projeto de pesquisa cientifica. Petrópolis: Vozes, 2002.SANTOS, W. L. P.; SCHNETZLER, R. P. Educação em química – compromisso com a cidadania. 3. Ed. Rio Grande do Sul: Unijui, 2003.SANTOS, W. L. P. Contextualização no ensino de ciências por meio de temas CTS em uma perspectiva crítica. Ciência & Ensino, v. 1, n. especial, p. 1-12, nov. 2007.SCARFI, S. H. F.. Contextualização do Ensino de Química em uma Escola Militar. Química nova na escola. Vol. 32, N° 3, p. 176-183, 2010.SILVA, E. L.; MARCONDES, M. E. R. Visões de contextualização de professores de química na elaboração de seus próprios materiais didáticos. Rev. Ensaio | Belo Horizonte. v.12 n.01 p.101-118. 2010.SILVA, A. M. da. Proposta para tornar o ensino de química mais atraente. Revista de química Industrial, n. 731, p. 7-12, 2º. trim. 2011.SPRINTHALL, N. A.; SPRINTHALL, R. C. Psicologia educacional: Uma Abordagem Desenvolvimentalista. Lisboa: Edit McGraw, 1993.
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Farias, José Airton de, and Danielle Rodrigues de Oliveira. "Ensino de ditadura civil-militar em tempos de “Escola Sem Partido” (Teaching of civil-military dictatorship in times of “School Without Party”)." Revista Eletrônica de Educação 12, no. 3 (August 26, 2019). http://dx.doi.org/10.14244/198271992712.
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This article discusses how the organization No Party School (ESP) deals with the teaching of civil-military dictatorship. The strategies, objectives and actions of the ESP are evaluated, as well as a historiographical discussion about the memoirs in debate about the civil-military dictatorship. The methodology is based on the analysis of some documentary sources produced by the ESP, aiming to refine the understanding of the social forces and the subjects involved with the movement and with the interests underlying its discourse. Thus, it problematizes the academic and academic way of dealing with the teaching of the civil-military dictatorship, realizing that, contrary to the need for a democratic debate about the teaching process, ESP defends the return of visions about the typical dictatorship of the 60's In spite of the pressures made by ESP and other conservative forces, the civil-military dictatorship must be approached in a critical way, being problematized in its different versions from the memory conflicts.ResumoEste artigo aborda como a organização Escola Sem Partido (ESP) trata o ensino da ditadura civil-militar. As estratégias, objetivos e atuações da ESP são avaliados, bem como é traçada uma discussão historiográfica sobre as memórias em debate acerca da ditadura civil-militar. A metodologia está embasada na análise de algumas fontes documentais produzidas pela ESP, objetivando refinar a compreensão das forças sociais e dos sujeitos envolvidos com o movimento e com os interesses subjacentes ao seu discurso. Assim, problematiza o modo escolar e acadêmico de lidar com o ensino da ditadura civil-militar, percebendo que, ao contrário da necessidade de um debate democrático sobre o processo de ensino, a ESP defende o retorno de visões que corroboram com a ditadura típica dos anos 60 e 70. Diante disso, o estudo de temas traumáticos permanece relevante nos dias atuais e, apesar das pressões feitas pela ESP e por outras forças conservadoras, a ditadura civil-militar deve ser abordada de forma crítica, sendo problematizada em suas diferentes versões a partir dos conflitos de memória.Keywords: Dictatorship, History theaching – Brazil, History - 1964/1985.Palavras-chave: Ditadura, Ensino de História – Brasil, História - 1964/1985.ReferencesAARÃO, Daniel. A revolução faltou ao encontro. São Paulo: Brasiliense, 1990.AARÃO, Daniel et al. (Orgs.). Versões e ficções: o sequestro da história. São Paulo: Editora Perseu Abramo, 1997.AARÃO, Daniel. Ditadura militar, esquerda e sociedade. Rio de Janeiro: Jorge Zahar, 2000.AARÃO, Daniel. Ditadura e democracia no Brasil: do golpe de 1964 à Constituição de 1988. Rio de Janeiro: Zarah, 2014.ALBERTI, Verena. História e memória na sala de aula e o ensino de temas controversos. In: QUADRAT, Samantha Viz; ROLLEMBERG, Denise. História e memória das ditaduras do século XX. Rio de Janeiro: Editora FGV, 2015.ALGEBAILE, Eveline. Escola sem Partido: o que é, como age, para que serve. In: FRIGOTTO, Gaudêncio (Org.). Escola “sem” partido: esfinge que ameaça a educação e a sociedade brasileira. Rio de Janeiro: UERJ, LPP, 2017, p. 63 e seguintes.ARAÚJO, Maria Paula Nascimento. A utopia fragmentada: as novas esquerdas no Brasil e no mundo na década de 1970. Rio de Janeiro: Editora FGV, 2000.ARAÚJO, Maria Paula Nascimento. Limites políticos para a transição democrática no Brasil. In. ______. FICO, Carlos; GRIN, Mônica (Orgs.). Violência na história: memória, trauma e reparação. Rio de Janeiro: Ponteio, 2012.BERSTEIN, Serge. “A cultura política”. In: RIOUX, Jean-Pierre; SIRINELLI, Jean-François (Dirs.). Para uma história cultural. Lisboa: Editorial Estampa, 1998. p. 349-363.BLOCH, Marc. Apologia da história. Rio de Janeiro, Jorge Zahar, 2001.BOBBIO, Noberto. Direita e esquerda. São Paulo: Editora da Universidade Estadual Paulista, 1999.BOBBIO, Noberto. Dicionário de política. Brasília: Editora Universidade de Brasília: São Paulo: Imprensa Oficial de São Paulo, 2000.CHAUÍ, Marilena. Conformismo e resistência. São Paulo: Brasiliense, 1993.CORDEIRO, Janaina Martins de. A ditadura em tempos de milagre: comemorações, orgulho e consentimento. Rio de Janeiro: Editora FGV, 2015.FARIAS, José Airton de. Alem das armas: guerrilheiros de esquerda no Ceará durante a Ditadura Militar. 2007. 201f. Dissertação (Mestrado em História) – Universidade Federal do Ceará, Fortaleza, 2007.FERREIRA, Jorge; GOMES, Angela Castro. Jango: as múltiplas faces. Rio de Janeiro; FGV, 2007.FICO, Carlos. Como eles agiam. Rio de Janeiro: Record, 2001.FICO, Carlos. Além do golpe. Rio de Janeiro: Record, 2004.GABEIRA, Fernando. O que é isso, companheiro? São Paulo: Companhia das Letras, 1996.GORENDER, Jacob. Combate nas trevas. São Paulo: Ática, 1999.MACIEL, Lício; NASCIMENTO, José Conegundes (Orgs). Tentativas de tomada do poder (Orvil). São Paulo: Schoba, 2012.POLLAK, Michel. Memória e Identidade Social. Estudos Históricos, Rio de Janeiro, v.5, n.10, p. 200-212, 1992.RIDENTI, Marcelo. O fantasma da revolução brasileira. São Paulo: Editora da Universidade Estadual Paulista, 1993.RIDENTI, Marcelo. Resistência e mistificação da resistência armada contra a ditadura. In: AARÃO, Daniel et al. O golpe e a ditadura militar. São Paulo: EUSC, 2004.ROLLEMBERG, Denise. Esquerdas revolucionárias e luta armada. In: FERREIRA, Jorge; DELGADO, Lucilia de Almeida Neves. O Brasil republicano. Rio de Janeiro: Civilização Brasileira, volume IV, 2003.ROLLEMBERG, Denise. Esquecimento das memórias. In: MARTINS FILHO, João Roberto. O golpe de 1864 e o regime militar: novas perspectivas. São Carlos: EDUFSCAR, 2014.SILVA, Francisco Carlos Teixeira da. Crise da ditadura militar e o processo de abertura política no Brasil, 1974-85. In: FERREIRA, Jorge; DELGADO, Lucilia de Almeida Neves (Orgs.). O Brasil republicano. Rio de Janeiro: Civilização Brasileira, 2003, V. 4.USTRA, Carlos Alberto Brilhante. Rompendo o silêncio. Brasília: Editorial, 1987.VENTURA, Zuenir. 1968 - O ano que não terminou. Rio de Janeiro: Nova Fronteira, 1988. Internet Zezé Di Camargo é detonado após afirmar que não houve ditadura no Brasil e dispara na internetDisponível em: <http://www.otvfoco.com.br/zeze-di-camargo-e-duramente-criticado-por-internautas-apos-afirmar-que-nao-houve-ditadura-no-brasil/>. Acesso em: 23/09/2017.Disponível em: <https://g1.globo.com/sp/campinas-regiao/noticia/em-sessao-tumultuada-camara-de-campinas-aprova-em-1-votacao-projeto-de-lei-escola-sem-partido.ghtml>. Acesso em: 23/09/2017.Disponível em: <https://oglobo.globo.com/sociedade/educacao/professora-agredida-por-aluno-apos-expulsa-lo-de-sala-dilacerada-21730771>. Acesso em: 24/09/2017.Disponível em: <http://escolasempartido.org/depoimentos-categoria/635-depoimento-de-r-n-23-09-2016>. Acesso em: 24/09/2017.Disponível em: <http://www1.folha.uol.com.br/fsp/cotidian/ff1306201018.htm>. Acesso em: 24/09/2017.Disponível em: <http://www.escolasempartido.org/livros-didaticos-categoria/315-denuncia-da-folha-de-sao-paulo>. Acesso em:24/09/2017.Disponível em: <http://www.escolasempartido.org/livros-didaticos-categoria/315-denuncia-da-folha-de-sao-paulo>. Acesso em: 24/09/2017.Relatório da Comissão Nacional da Verdade. Disponível em: www.cartacapital.com.br/.../comissao-da-verdade.../relatorio.../Relatorio_Final_CNV_VolumeII>. Acesso em: 24/09/2017.Disponível em: <http://www.escolasempartido.org/quem-somos>. Acesso em: 25/09/2017.Disponível em: <http://www.escolasempartido.org/livros-didaticos-categoria/315-denuncia-da-folha-de-sao-paulo>. Acesso em: 25/09/2017.Disponível em: <http://escolasempartido.org/corpo-de-delito-categoria/434-ensino-da-ditadura-militar-nas-escolas-gramcismo-puro>. Acesso em: 25/09/2017.Disponível em: <http://diplomatizzando.blogspot.com.br/2014/04/o-regime-militar-e-o-brasil-resposta.html>. Acesso em: 25/09/2017.Disponível em: <http://escolasempartido.org/corpo-de-delito-categoria/434-ensino-da-ditadura-militar-nas-escolas-gramcismo-puro>. Acesso em: 25/09/2017.Disponível em: <http://www.escolasempartido.org/corpo-de-delito-categoria/16-a-glamorizacao-de-um-terrorista>. Acesso em: 26/09/2017.Disponível em: <https://www.facebook.com/contraoescolasempartido>. Acesso em: 26/09/2017. Disponível em: <https://www.programaescolasempartido.org/>. Acesso em: 01/10/2017.
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Mendonça, Fernanda De Quadros Carvalho, and Claudia Vivien Carvalho de Oliveira Soares. "UM BREVE OLHAR PARA A BNCC, AS TECNOLOGIAS DIGITAIS E A PRODUÇÃO TEXTUAL NO ENSINO MÉDIO." fólio - Revista de Letras 12, no. 1 (July 2, 2020). http://dx.doi.org/10.22481/folio.v12i1.6893.
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A cibercultura é uma realidade que cada dia mais faz parte da nossa sociedade transformando-a constante e rapidamente. Sendo assim, a inserção das tecnologias digitais no fazer pedagógico e no ambiente escolar se faz necessária de maneira que permita ao aluno a construção do conhecimento baseado em práticas colaborativas. O presente texto tem o objetivo de apresentar uma breve análise em torno das diretrizes constante na Base Nacional Curricular Comum, doravante BNCC, no tocante ao uso das tecnologias digitais na sala de aula, focalizando a produção textual no ensino médio. De cunho qualitativo, este trabalho caracteriza-se na perspectiva da pesquisa documental e de estudos teóricos à luz de autores como Alves (1998), Bohn (2013), Lévy (2010) e Marcuschi, (2004). Os resultados nos indicam que a BNCC preconiza que as tecnologias digitais sejam assumidas como um elemento relevante para elaboração de novas práticas pedagógicas.
ALVES, Lynn Rosalina Gama. Novas Tecnologias: instrumento, ferramenta ou elementos estruturantes de um novo pensar? Revista da FAEEBA, Salvador, p. 141-152, 1998.ANTUNES, Irandé. Práticas pedagógicas para o desenvolvimento da escrita. In: COELHO, Fábio André; PALOMANES, Roza (Org.). Ensino da Produção Textual. – São Paulo: Contexto, 2016. p. 9-21.BAKHTIN, Mikhail Mikhailovitch. Marxismo e filosofia da linguagem: problemas fundamentais do método sociológico na ciência da linguagem. São Paulo: Hucitec, 1981.BAKHTIN, Mikhail Mikhailovitch (1979). Estética da criação verbal. Tradução de Maria Ermantina Galvão Gomes Pereira. 2. ed. São Paulo: Martins Fontes, 1997.BRASIL. Base Nacional Comum Curricular: Educação é a Base. Brasília: MEC/Secretaria de Educação Básica, 2018. Disponível em: http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf. Acesso em: 10 maio 2019.BARTON, David; LEE, Carmen. Linguagem online: textos e práticas digitais. Tradução Milton Camargo Mota. 1. ed. São Paulo: Parábola Editorial, 2015.BOHN, Hilário. BOHN, Hilário I. Ensino e aprendizagem de línguas: os atores da sala de aula e a necessidade de rupturas. Linguística aplicada na modernidade recente: festschrift para Antonieta Celani. São Paulo: Parábola, v. 1, p. 79-98, 2013.BORGES DA SILVA, Simone Bueno. Língua e tecnologias de aprendizagem na escola. In: FERRAZ, Obdália (Org.). Educação, (multi)letramentos e tecnologias: tecendo redes de conhecimento sobre letramentos, cultura digital, ensino e aprendizagem na cibercultura. Salvador: EDUFBA, 2019. p. 189-204.BRITO, Percival Leme. Em terra de surdos-mudos (um estudo sobre as condições de produção de textos escolares). Trabalhos em linguística aplicada, v. 2, 1983.BUNZEN, Clécio. Da era da composição à era dos gêneros: o ensino de produção de texto no ensino médio. In: BUNZEN, Clécio; MENDONÇA, Márcia. (Org.). Português no ensino médio e formação do professor. São Paulo: Parábola Editorial, 2006. p. 139-161.CURY, Carlos Roberto Jamil; REIS, Magali; ZANARDI, Teodoro Adriano Costa. Base Nacional Comum Curricular: dilemas e perspectivas. São Paulo: Cortez, 2018.DUDENEY, Gavin; HOCKLY, Nicky; PEGRUM, Mark. Letramentos digitais. Trad. Marcos Marcionilo. São Paulo: Parábola Editorial, 2016.ELIAS, Vanda Maria. Escrita e práticas comunicativas na internet. In: ELIAS, Vanda Maria (Org.). Ensino de Língua Portuguesa: oralidade, escrita e leitura. São Paulo: Contexto, 2011. p. 159-166.EMEDIATO, Wander. Aspectos lógicos, críticos e Linguísticos do ensino da leitura e escrita. In: CAMPOS, Lucas; MEIRA, Vivian (Org.). Teorias Linguísticas e aulas de português. Salvador: EDUNEB, 2016. p. 143-176.FREIRE, Paulo. Pedagogia do oprimido. 17. ed. Rio de Janeiro: Paz e Terra, 1987.HETKOWSKI, Tania Maria; MENEZES, Catia Neri. Prática de multiletramentos e tecnologias digitais: múltiplas aprendizagens potencializadas pelas tecnologias digitais. In: Educação, (multi)letramentos e tecnologias: tecendo redes de conhecimento sobre letramentos, cultura digital, ensino e aprendizagem/ Obdalia Ferraz, organizadora – Salvador: EDUFBA, 2019. p. 205-230LÉVY, Pierre. Cibercultura. Tradução de Carlos Irineu da Costa. 3. ed. São Paulo: Editora 34, 2010.LOPES, Alice Casimiro. Itinerários formativos na BNCC do Ensino Médio: identificações docentes e projetos de vida juvenis. Revista Retratos da Escola, Brasília, v. 13, n. 25, p. 59-75, jan./mai. 2019. Disponível em: http://retratosdaescola.emnuvens.com.br/rde/issue/view/35. Acesso em: 12 março de 2019MARCUSCHI, Luiz António. Gêneros textuais: definição e funcionalidade. In: DIONÍSIO, A.; MACHADO, A. R.; BEZERRA, M. A. (Org.). Gêneros textuais e ensino. Rio de Janeiro: Lucerna, 2002. p. 19-38.MARCUSCHI, Luiz António. Hipertexto e gêneros digitais: novas formas de construção do sentido. Luiz Antônio Marcuschi, Antônio Carlos dos Santos Xavier (Org.). Rio de Janeiro: Lucerna, 2004.MARINHO-ARAUJO, Claisy Maria; ALMEIDA, Leandro S. Abordagem de competências, desenvolvimento humano e educação superior. Psic.: Teor. e Pesq., Brasília, v. 32, n. spe, e32ne212, 2017. Disponível em: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-37722016000500211&lng=pt&nrm=iso. Acesso em: 27 maio 2019. http://dx.doi.org/10.1590/0102-3772e32ne212.MENDONÇA, Fernanda de Quadros C; SOARES, Claudia Vivien C de Oliveira. O uso de tecnologias digitais na sala de aula: contribuições para o ensino e aprendizado da produção textual nos anos finais do ensino fundamental. In: Língua, texto e ensino: descrições e aplicações. 1ed. Vitória da Conquista: Pipa Comunicação, 2018, v.1, p. 1109-1114.MENDONÇA, Fernanda de Quadros C; SOARES, Claudia Vivien C de Oliveira. Tecnologias digitais na sala de aula: um breve olhar para a BNCC. IN: XIII COLÓQUIO DO MUSEU PEDAGÓGICO. Anais... Vitória da Conquista, 2019, v.13, p. 2764 – 2768.PRETTO, Nelson de Luca. Redes sociais e educação: o que quer a geração alt+tab nas ruas? Liinc em Revista, v. 10, n.1, 2014. Disponível em: http://revista.ibict.br/liinc/article/view/3498. Acesso em: 10 maio 2019.RIBEIRO, Ana Elisa. Textos multimodais: leitura e produção. 1. ed. São Paulo: Parábola Editorial, 2016.SANTAELLA, L. A aprendizagem ubíqua na educação aberta. Revista Tempos e Espaços em Educação, São Cristóvão, v. 7, n. 14, p. 15-22, set./dez. 2014. Disponível em: https://seer.ufs.br/index.php/revtee/article/view/3446/3010. Acesso em: 20 set. 2017SANTOS, Fernanda Maria Almeida dos. Multiletramentos e ensino de língua portuguesa na educação básica: uma proposta didática para o trabalho com (hiper)gêneros multimodais. Signo, Santa Cruz do Sul, v. 43, n. 76, p. 55-65, jan. 2018. ISSN 1982-2014. Disponível em: https://online.unisc.br/seer/index.php/signo/article/view/10671. Acesso em: 10 maio 2019.SILVA, Mônica Ribeiro da. A BNCC da reforma do ensino médio: o resgate de um empoeirado discurso. EDUR - Educação em Revista. 2018. Disponível em: http://www.scielo.br/pdf/edur/v34/1982-6621-edur-34-e214130.pdf. Acesso em: 10 mar. 2019.SILVA, Zenilda Ribeiro da. Os gêneros textuais digitais e o ensino da língua portuguesa: o facebook como ferramenta pedagógica para o desenvolvimento da escrita. 120 f. 2015. Dissertação (Mestrado) – Centro de Formação de Professores, Curso de Mestrado Profissional em Letras, Universidade Federal de Campina Grande, Cajazeiras, Paraíba, 2015. Disponível em: http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/205. Acesso em: 01 ago. 2019.VYGOTSKY, Lev Semenovich. A formação social da mente brasileira. 4. ed. São Paulo: Livraria Martins Fontes Editora, 1991.
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Brabazon, Tara. "A Red Light Sabre to Go, and Other Histories of the Present." M/C Journal 2, no. 4 (June 1, 1999). http://dx.doi.org/10.5204/mcj.1761.
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If I find out that you have bought a $90 red light sabre, Tara, well there's going to be trouble. -- Kevin Brabazon A few Saturdays ago, my 71-year old father tried to convince me of imminent responsibilities. As I am considering the purchase of a house, there are mortgages, bank fees and years of misery to endure. Unfortunately, I am not an effective Big Picture Person. The lure of the light sabre is almost too great. For 30 year old Generation Xers like myself, it is more than a cultural object. It is a textual anchor, and a necessary component to any future history of the present. Revelling in the aura of the Australian release for Star Wars: The Phantom Menace, this paper investigates popular memory, an undertheorised affiliation between popular culture and cultural studies.1 The excitement encircling the Star Wars prequel has been justified in terms of 'hype' or marketing. Such judgements frame the men and women cuing for tickets, talking Yodas and light sabres as fools or duped souls who need to get out more. My analysis explores why Star Wars has generated this enthusiasm, and how cultural studies can mobilise this passionate commitment to consider notions of popularity, preservation and ephemerality. We'll always have Tattooine. Star Wars has been a primary popular cultural social formation for a generation. The stories of Luke Skywalker, Princess Leia, Han Solo, Chewbacca, Darth Vader, Yoda, C-3PO and R2D2 offer an alternative narrative for the late 1970s and 1980s. It was a comfort to have the Royal Shakespearian tones of Alec Guinness confirming that the Force would be with us, through economic rationalism, unemployment, Pauline Hanson and Madonna discovering yoga. The Star Wars Trilogy, encompassing A New Hope, The Empire Strikes Back and Return of the Jedi, was released between 1977 and 1983. These films have rarely slipped from public attention, being periodically 'brought back' through new cinematic and video releases. The currency of Star Wars is matched with the other great popular cultural formations of the post-war period: the James Bond series and Star Trek. One reason for the continued success of these programmes is that other writers, film makers and producers cannot leave these texts alone. Bond survives not only through Pierce Brosnan's good looks, but the 'Hey Baby' antics of Austin Powers. Star Trek, through four distinct series, has become an industry that will last longer than Voyager's passage back from the Delta Quadrant. Star Wars, perhaps even more effectively than the other popular cultural heavyweights, has enmeshed itself into other filmic and televisual programming. Films like Spaceballs and television quizzes on Good News Week keep the knowledge system and language current and pertinent.2 Like Umberto Eco realised of Casablanca, Star Wars is "a living example of living textuality" (199). Both films are popular because of imperfections and intertextual archetypes, forming a filmic quilt of sensations and affectivities. Viewers are aware that "the cliches are talking among themselves" (Eco 209). As these cinematic texts move through time, the depth and commitment of these (con)textual dialogues are repeated and reinscribed. To hold on to a memory is to isolate a moment or an image and encircle it with meaning. Each day we experience millions of texts: some are remembered, but most are lost. Some popular cultural texts move from ephemera to popular memory to history. In moving beyond individual reminiscences -- the personal experiences of our lifetime -- we enter the sphere of popular culture. Collective or popular memory is a group or community experience of a textualised reality. For example, during the Second World War, there were many private experiences, but certain moments arch beyond the individual. Songs by Vera Lynn are fully textualised experiences that become the fodder for collective memory. Similarly, Star Wars provides a sense-making mechanism for the 1980s. Like all popular culture, these texts allow myriad readership strategies, but there is collective recognition of relevance and importance. Popular memory is such an important site because it provides us, as cultural critics, with a map of emotionally resonant sites of the past, moments that are linked with specific subjectivities and a commonality of expression. While Star Wars, like all popular cultural formations, has a wide audience, there are specific readings that are pertinent for particular groups. To unify a generation around cultural texts is an act of collective memory. As Harris has suggested, "sometimes, youth does interesting things with its legacy and creatively adapts its problematic into seemingly autonomous cultural forms" (79). Generation X refers to an age cohort born between the mid-1960s and the mid-1970s. Finally cultural studies theorists have found a Grail subculture. Being depthless, ambivalent, sexually repressed and social failures, Xers are a cultural studies dream come true. They were the children of the media revolution. Star Wars is integral to this textualised database. A fan on the night of the first screening corrected a journalist: "we aren't Generation X, we are the Star Wars generation" (Brendon, in Miller 9). An infatuation and reflexivity with the media is the single framework of knowledge in which Xers operate. This shared understanding is the basis for comedy, and particularly revealed (in Australia) in programmes like The Panel and Good News Week. Television themes, lines of film dialogue and contemporary news broadcasts are the basis of the game show. The aesthetics of life transforms television into a real. Or, put another way, "individual lives may be fragmented and confused but McDonald's is universal" (Hopkins 17). A group of textual readers share a literacy, a new way of reading the word and world of texts. Nostalgia is a weapon. The 1990s has been a decade of revivals: from Abba to skateboards, an era of retro reinscription has challenged linear theories of history and popular culture. As Timothy Carter reveals, "we all loved the Star Wars movies when we were younger, and so we naturally look forward to a continuation of those films" (9). The 1980s has often been portrayed as a bad time, of Thatcher and Reagan, cold war brinkmanship, youth unemployment and HIV. For those who were children and (amorphously phrased) 'young adults' of this era, the popular memory is of fluorescent fingerless gloves, Ray Bans, 'Choose Life' t-shirts and bubble skirts. It was an era of styling mousse, big hair, the Wham tan, Kylie and Jason and Rick Astley's dancing. Star Wars action figures gave the films a tangibility, holding the future of the rebellion in our hands (literally). These memories clumsily slop into the cup of the present. The problem with 'youth' is that it is semiotically too rich: the expression is understood, but not explained, by discourses as varied as the educational system, family structures, leisure industries and legal, medical and psychological institutions. It is a term of saturation, where normality is taught, and deviance is monitored. All cultural studies theorists carry the baggage of the Birmingham Centre into any history of youth culture. The taken-for-granted 'youth as resistance' mantra, embodied in Resistance through Rituals and Subculture: The Meaning of Style, transformed young people into the ventriloquist's puppet of cultural studies. The strings of the dancing, smoking, swearing and drinking puppet took many years to cut. The feminist blade of Angela McRobbie did some damage to the fraying filaments, as did Dick Hebdige's reflexive corrections in Hiding in the Light. However, the publications, promotion and pedagogy of Gen X ended the theoretical charade. Gen X, the media sophisticates, played with popular culture, rather than 'proper politics.' In Coupland's Generation X, Claire, one of the main characters believed that "Either our lives become stories, or there's just no way to get through them." ... We know that this is why the three of us left our lives behind us and came to the desert -- to tell stories and to make our own lives worthwhile tales in the process. (8) Television and film are part of this story telling process. This intense connection generated an ironic and reflexive literacy in the media. Television became the basis for personal pleasures and local resistances, resulting in a disciplined mobilisation of popular cultural surfaces. Even better than the real thing. As the youngest of Generation Xers are now in their late twenties, they have moved from McJobs to careers. Robert Kizlik, a teacher trainer at an American community college expressed horror as the lack of 'commonsensical knowledge' from his new students. He conducted a survey for teachers training in the social sciences, assessing their grasp of history. There was one hundred percent recognition of such names as Madonna, Mike Tyson, and Sharon Stone, but they hardly qualify as important social studies content ... . I wondered silently just what it is that these students are going to teach when they become employed ... . The deeper question is not that we have so many high school graduates and third and fourth year college students who are devoid of basic information about American history and culture, but rather, how, in the first place, these students came to have the expectations that they could become teachers. (n. pag.) Kizlik's fear is that the students, regardless of their enthusiasm, had poor recognition of knowledge he deemed significant and worthy. His teaching task, to convince students of the need for non-popular cultural knowledges, has resulted in his course being termed 'boring' or 'hard'. He has been unable to reconcile the convoluted connections between personal stories and televisual narratives. I am reminded (perhaps unhelpfully) of one of the most famous filmic teachers, Mr Holland. Upon being attacked by his superiors for using rock and roll in his classes, he replied that he would use anything to instil in his students a love of music. Working with, rather than against, popular culture is an obvious pedagogical imperative. George Lucas has, for example, confirmed the Oprahfied spirituality of the current age. Obviously Star Wars utilises fables, myths3 and fairy tales to summon the beautiful Princess, the gallant hero and the evil Empire, but has become something more. Star Wars slots cleanly into an era of Body Shop Feminism, John Gray's gender politics and Rikki Lake's relationship management. Brian Johnson and Susan Oh argued that the film is actually a new religion. A long time ago in a galaxy far far away -- late 1970s California -- the known universe of George Lucas came into being. In the beginning, George created Star Wars. And the screen was without form, and void. And George said, 'Let there be light', and there was Industrial Light and Magic. And George divided the light from the darkness, with light sabres, and called the darkness the Evil Empire.... And George saw that it was good. (14) The writers underestimate the profound emotional investment placed in the trilogy by millions of people. Genesis narratives describe the Star Wars phenomenon, but do not analyse it. The reason why the films are important is not only because they are a replacement for religion. Instead, they are an integrated component of popular memory. Johnson and Oh have underestimated the influence of pop culture as "the new religion" (14). It is not a form of cheap grace. The history of ideas is neither linear nor traceable. There is no clear path from Plato to Prozac or Moses to Mogadon. Obi-Wan Kenobi is not a personal trainer for the ailing spirituality of our age. It was Ewan McGregor who fulfilled the Xer dream to be the young Obi Wan. As he has stated, "there is nothing cooler than being a Jedi knight" (qtd. in Grant 15). Having survived feet sawing in Shallow Grave and a painfully large enema in Trainspotting, there are few actors who are better prepared to carry the iconographic burden of a Star Wars prequel. Born in 1971, he is the Molly Ringwall of the 1990s. There is something delicious about the new Obi Wan, that hails what Hicks described as "a sense of awareness and self- awareness, of detached observation, of not taking things seriously, and a use of subtle dry humour" (79). The metaphoric light sabre was passed to McGregor. The pull of the dark side. When fans attend The Phantom Menace, they tend to the past, as to a loved garden. Whether this memory is a monument or a ruin depends on the preservation of the analogue world in the digital realm. The most significant theoretical and discursive task in the present is to disrupt the dual ideologies punctuating the contemporary era: inevitable technological change and progress.4 Only then may theorists ponder the future of a digitised past. Disempowered groups, who were denied a voice and role in the analogue history of the twentieth century, will have inequalities reified and reinforced through the digital archiving of contemporary life. The Web has been pivotal to the new Star Wars film. Lucasfilm has an Internet division and an official Website. Between mid November and May, this site has been accessed twenty million times (Gallott 15). Other sites, such as TheForce.net and Countdown to Star Wars, are a record of the enthusiasm and passion of fans. As Daniel Fallon and Matthew Buchanan have realised, "these sites represent the ultimate in film fandom -- virtual communities where like-minded enthusiasts can bathe in the aura generated by their favourite masterpiece" (27). Screensavers, games, desktop wallpaper, interviews and photo galleries have been downloaded and customised. Some ephemeral responses to The Phantom Menace have been digitally recorded. Yet this moment of audience affectivity will be lost without a consideration of digital memory. The potentials and problems of the digital and analogue environments need to be oriented into critical theories of information, knowledge, entertainment and pleasure. The binary language of computer-mediated communication allows a smooth transference of data. Knowledge and meaning systems are not exchanged as easily. Classifying, organising and preserving information make it useful. Archival procedures have been both late and irregular in their application.5 Bocher and Ihlenfeldt assert that 2500 new web sites are coming on-line every day ("A Higher Signal-to-Noise Ratio"). The difficulties and problems confronting librarians and archivists who wish to preserve digital information is revealed in the Australian government's PADI (Preserving Access to Digital Information) Site. Compared with an object in a museum which may lie undisturbed for years in a storeroom, or a book on a shelf, or even Egyptian hieroglyd on the wall of a tomb, digital information requires much more active maintenance. If we want access to digital information in the future, we must plan and act now. (PADI, "Why Preserve Access to Digital Information?") phics carve The speed of digitisation means that responsibility for preserving cultural texts, and the skills necessary to enact this process, is increasing the pressure facing information professionals. An even greater difficulty when preserving digital information is what to keep, and what to release to the ephemeral winds of cyberspace. 'Qualitative criteria' construct an historical record that restates the ideologies of the powerful. Concerns with quality undermine the voices of the disempowered, displaced and decentred. The media's instability through technological obsolescence adds a time imperative that is absent from other archival discussions.6 While these problems have always taken place in the analogue world, there was a myriad of alternative sites where ephemeral material was stored, such as the family home. Popular cultural information will suffer most from the 'blind spots' of digital archivists. While libraries rarely preserve the ephemera of a time, many homes (including mine) preserve the 'trash' of a culture. A red light sabre, toy dalek, Duran Duran posters and a talking Undertaker are all traces of past obsessions and fandoms. Passion evaporates, and interests morph into new trends. These objects remain in attics, under beds, in boxes and sheds throughout the world. Digital documents necessitate a larger project of preservation, with great financial (and spatial) commitments of technology, software and maintenance. Libraries rarely preserve the ephemera -- the texture and light -- of the analogue world. The digital era reduces the number of fan-based archivists. Subsequently forfeited is the spectrum of interests and ideologies that construct the popular memory of a culture. Once bits replace atoms, the recorded world becomes structured by digital codes. Only particular texts will be significant enough to store digitally. Samuel Florman stated that "in the digital age nothing need be lost; do we face the prospect of drowning in trivia as the generations succeed each other?" (n. pag.) The trivia of academics may be the fodder (and pleasures) of everyday life. Digitised preservation, like analogue preservation, can never 'represent' plural paths through the past. There is always a limit and boundary to what is acceptable obsolescence. The Star Wars films suggests that "the whole palette of digital technology is much more subtle and supple; if you can dream it, you can see it" (Corliss 65). This film will also record how many of the dreams survive and are archived. Films, throughout the century, have changed the way in which we construct and remember the past. They convey an expressive memory, rather than an accurate history. Certainly, Star Wars is only a movie. Yet, as Rushkoff has suggested, "we have developed a new language of references and self-references that identify media as a real thing and media history as an actual social history" (32). The build up in Australia to The Phantom Menace has been wilfully joyful. This is a history of the present, a time which I know will, in retrospect, be remembered with great fondness. It is a collective event for a generation, but it speaks to us all in different ways. At ten, it is easy to be amazed and enthralled at popular culture. By thirty, it is more difficult. When we see Star Wars, we go back to visit our memories. With red light sabre in hand, we splice through time, as much as space. Footnotes The United States release of the film occurred on 19 May 1999. In Australia, the film's first screenings were on 3 June. Many cinemas showed The Phantom Menace at 12:01 am, (very) early Thursday morning. The three main players of the GNW team, Paul McDermott, Mikey Robbins and Julie McCrossin, were featured on the cover of Australia's Juice magazine in costumes from The Phantom Menace, being Obi-Wan, Yoda and Queen Amidala respectively. Actually, the National Air and Space Museum had a Star Wars exhibition in 1997, titled "Star Wars: The Magic of Myth". For example, Janet Collins, Michael Hammond and Jerry Wellington, in Teaching and Learning with the Media, stated that "the message is simple: we now have the technology to inform, entertain and educate. Miss it and you, your family and your school will be left behind" (3). Herb Brody described the Net as "an overstuffed, underorganised attic full of pictures and documents that vary wildly in value", in "Wired Science". The interesting question is, whose values will predominate when the attic is being cleared and sorted? This problem is extended because the statutory provision of legal deposit, which obliges publishers to place copies of publications in the national library of the country in which the item is published, does not include CD-ROMs or software. References Bocher, Bob, and Kay Ihlenfeldt. "A Higher Signal-to-Noise Ratio: Effective Use of WebSearch Engines." State of Wisconsin Department of Public Instruction Website. 13 Mar. 1998. 15 June 1999 <http://www.dpi.state.wi.us/dpi/dlcl/lbstat/search2.php>. Brody, Herb. "Wired Science." Technology Review Oct. 1996. 15 June 1999 <http://www.techreview.com/articles/oct96/brody.php>. Carter, Timothy. "Wars Weary." Cinescape 39 (Mar./Apr. 1999): 9. Collins, Janet, Michael Hammond, and Jerry Wellington. Teaching and Learning with Multimedia. London: Routledge, 1997. Corliss, Richard. "Ready, Set, Glow!" Time 18 (3 May 1999): 65. Count Down to Star Wars. 1999. 15 June 1999 <http://starwars.countingdown.com/>. Coupland, Douglas. Generation X. London: Abacus, 1991. Eco, Umberto. Travels in Hyper-Reality. London: Picador, 1987. Fallon, Daniel, and Matthew Buchanan. "Now Screening." Australian Net Guide 4.5 (June 1999): 27. Florman, Samuel. "From Here to Eternity." MIT's Technology Review 100.3 (Apr. 1997). Gallott, Kirsten. "May the Web Be with you." Who Weekly 24 May 1999: 15. Grant, Fiona. "Ewan's Star Soars!" TV Week 29 May - 4 June 1999: 15. Hall, Stuart, and Tony Jefferson, eds. Resistance through Rituals. London: Hutchinson, 1976. Harris, David. From Class Struggle to the Politics of Pleasure: the Effects of Gramscianism on Cultural Studies. London: Routledge, 1992. Hebdige, Dick. Hiding in the Light. London: Routledge, 1988. Hopkins, Susan. "Generation Pulp." Youth Studies Australia Spring 1995. Johnson, Brian, and Susan Oh. "The Second Coming: as the Newest Star Wars Film Illustrates, Pop Culture Has Become a New Religion." Maclean's 24 May 1999: 14-8. Juice 78 (June 1999). Kizlik, Robert. "Generation X Wants to Teach." International Journal of Instructional Media 26.2 (Spring 1999). Lucasfilm Ltd. Star Wars: Welcome to the Official Site. 1999. 15 June 1999 <http://www.starwars.com/>. Miller, Nick. "Generation X-Wing Fighter." The West Australian 4 June 1999: 9. PADI. "What Digital Information Should be Preserved? Appraisal and Selection." Preserving Access to Digital Information (PADI) Website. 11 March 1999. 15 June 1999 <http://www.nla.gov.au/padi/what.php>. PADI. "Why Preserve Access to Digital Information?" Preserving Access to Digital Information (PADI) Website. <http://www.nla.gov.au/padi/why.php>. Rushkoff, Douglas. Media Virus. Sydney: Random House, 1994. Citation reference for this article MLA style: Tara Brabazon. "A Red Light Sabre to Go, and Other Histories of the Present." M/C: A Journal of Media and Culture 2.4 (1999). [your date of access] <http://www.uq.edu.au/mc/9906/sabre.php>. Chicago style: Tara Brabazon, "A Red Light Sabre to Go, and Other Histories of the Present," M/C: A Journal of Media and Culture 2, no. 4 (1999), <http://www.uq.edu.au/mc/9906/sabre.php> ([your date of access]). APA style: Tara Brabazon. (1999) A red light sabre to go, and other histories of the present. M/C: A Journal of Media and Culture 2(4). <http://www.uq.edu.au/mc/9906/sabre.php> ([your date of access]).
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Mistretta, Suzanne. "Amending Federal Regulations to Counteract Language Barriers in the Informed Consent Process." Voices in Bioethics 8 (January 8, 2022). http://dx.doi.org/10.52214/vib.v8i.8815.
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Photo by Amador Loureiro on Unsplash ABSTRACT As English is the predominant language of research protocols in the United States, non-English speaking subjects face language barriers during clinical trial enrollment. Federal regulation 45 C.F.R. 46 requires that a research subject receive information about a clinical trial “in language understandable to the subject or the legally authorized representative." A researcher may enroll a subject using short-form consent when a long-form translation in the subject’s native language is not available. However, the abbreviated short form does not adequately inform the subject of the study’s purpose and potential risks. United States Department of Health and Human Services (HHS) leaders should amend federal guidance to provide specific details on obtaining proper informed consent when there is a language barrier. The code of federal regulations should also establish a standard for quality translation services and interpreters. This paper will review current federal regulations and draft policy, analyze literature describing hospital experiences, and discuss non-compliance areas. This author recommends an amendment to federal policy, which is important because it helps ensure the rights of study participants under the principle of justice. INTRODUCTION As English is the predominant language of research protocols in the United States, non-English speaking subjects face language barriers during clinical trial enrollment. Law requires that a research subject should receive information about a clinical trial “inlanguage understandable to the subject or the legally authorized representative.”[1]This law states that a researcher may enroll a subject using a “short-form” consent when a “long-form” translation in the subject’s native language is not available.[2]However, the abbreviated short form does not adequately inform the subject of the study’s purpose and potential risks. Furthermore, the law does not outline a standard for quality translators. United States Department of Health and Human Services (HHS) leaders should amend federal guidance to provide specific details on obtaining proper informed consent when there is a language barrier.[3]The Code of Federal Regulations should also establish a standard for quality translation services and interpreters. This paper will review current federal regulations and draft policy, analyze literature describing hospital experiences, and discuss non-compliance areas. I. Draft Guidance In 1995, HHS issued a policy memo clarifying the informed consent process for individuals who do not speak English.[4]The policy states that the witness required for the signing of consent documents should be fluent in both languages and that the study team should issue a translated short form.[5]The guidance still does not require an official translator in the short-form process. However, if used, the translator may serve as witness as well.[6]The policy does not mention the translator’s language proficiency requirements or whether the institution must provide the translator.[7] In 2014, HHS issued draft guidance to expand upon the requirements for informed consent. Per its disclaimer, the guidance is non-binding and not intended for implementation.[8]First, the guidance attempts to clarify the phrase “language understandable”, by adding “the information presented to potential subjects is in a language, and at a level they can comprehend, including an explanation of scientific and medical terms.”[9]The draft guidance also notes that all potential research subjects needing translation might have a low level of health literacy and education. Suppose the research subjects expect a non-English speaking group of participants for enrollment. In that case, the guidance suggests that the researchers provide a long-form translation of study materials before an institutional review board (IRB) initial review of the “appropriately translated consent documents (i.e., either a long form or a short form with written summary).”[10]To satisfy the guidance, researchers would need to provide multiple translations of the same document as the study progresses and the IRB proposes edits to the long-form English document. Because translating the informed consent forms is costly and time-consuming, having a long form available is not always feasible or practical. Foreseeing this problem, HHS outlined three steps for what to do when a subject’s language is not expected or planned for in the population. First, the guidance suggests that the investigator “determine that there is Sufficient Justification to Enroll the Subject Without Using a Translated Long-form to Document the Subject’s Informed Consent.”[11]Although this provision protects non-English-speaking subjects from uninformed consent, it adds a barrier to enrollment. The investigator must justify the registration of the individual based on the individual’s language. The justification process may delay enrollment, placing individuals at a disadvantage based on their language. If the researcher can adequately justify and use the short-form consent process, the investigator must then translate the long-form consent. After the subject starts participating in research, the investigator then provides the long-form translated document. II. Short Form and Noncompliance Vagueness in the federal regulations has caused disparate interpretation among institutions, leading to noncompliance.[12]Each institution has its own interpretation of 45 CFR 46, also known as the Common Rule, which protects vulnerable research subjects and provides research teams with a short-form template.[13]As noted above, the regulations do not require a translator, nor do they specify the translator’s specific role or qualifications.[14]HHS has not made it clear whether the witness may be a member of the study team or related to the patient, or whether the witness providing interpretation must be independent. Furthermore, it is not clear if the witness is overseeing merely the signing of the document or serving as a witness to the informed consent process.[15]In review of noncompliance areas, the institution should clarify the use of short-form consent, the witness’s role, and impose qualification requirements for translators.[16]Each institution will have its own resources and interpretations. Therefore, non-English speakers will find different translation quality across many research institutions. An individual may receive a different research experience and quality of language resources based on location and the degree to which their language was expected by the research team. This barrier is an implicit form of discrimination and violates the principle of justice. III. Equitable Selection of Subjects Minority populations are underrepresented in research due to a lack of cultural competence and language barriers to subject recruitment.[17]Paradoxically, minority populations are most impacted by many of the diseases for which there are clinical trials.[18]In 2015, researchers surveyed 10,000 studies registered on clinicaltrials.gov.[19]The authors found, “English fluency requirements have been increasing over time, from 1.7% of trials having such requirements before 2000 to 9.0% after 2010.”[20]Researchers who often exclude non-English speaking ethnic minorities claim that diversity may impact whether the studied intervention’s effect is noticed.[21]This manipulation of the subject population goes against the principle of justice outlined in the Belmont Report. Of 14,367 clinical research studies registered on clinicaltrials.gov between 2010 and 2020, 18.98 percent required subjects to be fluent in English.[22]Regulations and institutions do not compel researchers to include non-English speaking subjects; the researcher is not breaking any federal regulations by excluding them. From an ethical standpoint, the deliberate exclusion based on an inability to read/write in English is inequitable and unjust. In 2018, researchers reviewed enrollment rates and staff competency for subject enrollment.[23]Researchers found low levels of cultural competency among research staff and a misunderstanding of the federal regulations.[24]In 2005, researchers reviewed the importance of cultural competency training for healthcare providers.[25]Authors synthesized data based on 34 programs and found that competency programs improved provider “knowledge, attitudes, and skills, and patients’ ratings of care.”[26]However, cultural competency programs did not improve or impact patient compliance and health outcomes.[27]Authors requested more research to evaluate cultural training’s impact on researcher bias and attitudes toward subject inclusion.[28] IV. Institutional Barriers In 2018, researchers conducted a review of approximately 1,500 clinical trials at Boston Children’s Hospital and its Anesthesia Research Unit to identify enrollment barriers for non-English-speaking subjects.[29]The researchers discovered that the number of potential non-English speaking subjects increased, while the number of studies approved to enroll non-English speaking subjects did not grow at the same rate.[30]Of 1,492 studies that were open to enrollment between 2011 and 2016, 714 did not allow non-English speaking subjects.[31]The institution cited six barriers to enrollment that precluded these minority-language populations (Table 1).[32] The barriers described in Categories 1, 3, and 5 are due to a lack of translators, funding, or validated translated material. Categories 2, 4, and 6 may reflect an implicit bias on the institution’s part and suggest a lack of cultural understanding. Some researchers[33]called on the institution to increase cultural awareness and to provide resources to address the effects of the language barrier on enrollment.[34]However, with no set standard on the institutional level, it is up to the researchers to address this discrepancy and uphold the principle of justice. The uneven distribution of resources requires the research subjects to counteract their own language barrier. In many clinical cases, as time is of the essence, a person may need to seek several research options before participating in their desired study. Until each institution discloses its barriers and noncompliance, we have no way of knowing the full extent of this problem. V. Policy Recommendations The current HHS regulations and draft guidance are not sufficient to resolve implicit bias and logistical problems that arise when enrolling non-English speaking subjects. HHS should take the following actions. First, HHS should translate short-form consent forms for the most common languages in the US. HHS should then publish the translated documents for use as a template on its website for centers that lack adequate translation resources. Second, HHS should create a federal database of qualified translators who meet language proficiency benchmarks established by HHS. Individuals listed on this database should provide written translation of study materials and verbal translations during the consent process. The database should contain individuals affiliated and unaffiliated with an institution to track credentials and verify language proficiency. Third, HHS should create a federal fund for institutions to draw from when they need resources for long-form translations or translators. HHS should amend the Common Rule to add specificity. It should define the role of the witness in the short-form consent process to eliminate unequal interpretations across study sites. Second, it should mandate that the IRB obtain strong justification for the exclusion of subjects based on English-fluency criteria. Third, it should recommend cultural competency programs for investigators at the institutional level. VI. Limitations The proposed actions and policy may face objections from the federal government and industry. At the federal level, the government may not have the resources or funding needed to establish a nationwide registry of translators or quality check for fluency. HHS may need to develop a separate office to track these credentials and select a proficiency baseline. Perhaps an independent organization should be contracted by the government to perform these quality checks on a regional basis and call on the states to help fund the project. Also, the federal government may not have adequate resources to create a national fund for institutional-level translation services. One solution may be to include a flat rate of translation in the site budget during start-up activities. The government would be responsible for translations for government-sponsored research when the institution cannot feasibly provide a translation. Research centers can pull from the translator database for institutional studies if they cannot translate in-house. For pharmaceutical corporation-led protocols, industry sponsors may not appreciate the added cost of translation. However, by mandating the fee, the government would eliminate systemic discrimination based on English fluency. VII. Support Researchers should show support for more specific guidance on the institutional level, granted they receive adequate resources to meet the regulations. By clarifying the use of a translator and the role of a witness, and establishing common resources, every institution will benefit. Furthermore, it is crucial to hold institutions accountable for supporting cultural competency initiatives. These programs do not need to be intensive or expensive; there are many resources available to the public on websites such as YouTube. Institutions should make cultural competency programming a mandatory requirement for staff training during the orientation and continuing education. Encouraging cultural competency programs will improve provider attitudes and subject treatment. CONCLUSION Federal regulations do not require the use of resources when enrolling a subject who is non-English speaking, nor do they mandate the inclusion of “unexpected” populations based on language. Lack of clarity and specificity on the federal level places the onus of responsibility on the institution to mitigate language barriers. The lack of universal policy leads to an unequal research experience among institutions and locations. Furthermore, clinical trial sponsors may manipulate data based on limiting the study population and engaging in studies that overly represent homogeneous populations. Influencing the study population will skew results and will not lead to generalizable knowledge. To uphold the principle of justice, the research community must gather its resources to support non-English speaking subjects who wish to participate in research. [1]“45 C.F.R. 46 FAQs,” 45 C.F.R. §46.116 (a)(3), Office for Human Research Protections, last modified 2018, https://www.hhs.gov/ohrp/regulations-and-policy/guidance/faq/45-cfr-46/index.html#:~:text=Basic%20regulations%20governing%20the%20protection,were%20first%20published%20in%201974. [2]Office for Human Research Protections, “45 C.F.R. 46 FAQs.” [3]“Protection of Human Subjects, 45 C.F.R.§ 46,” United States Department of Health and Human Services, last modified 2018, https://www.ecfr.gov/cgi-bin/retrieveECFR?gp=&SID=83cd09e1c0f5c6937cd9d7513160fc3f&pitd=20180719&n=pt45.1.46&r=PART&ty=HTML. [4]Office for Human Research Protections, 45 C.F.R. §46.117(b)(2), “45 C.F.R. 46 FAQs.” [5]The researcher can orally present the information to the subject or LAR, with a witness present, and provide a short-form of consent with a brief written summary of the research. [6]“Informed Consent of Subjects Who Do Not Speak English,” Office for Human Research Protections, last modified February 25, 2016, https://www.hhs.gov/ohrp/regulations-and-policy/guidance/obtaining-and-documenting-infomed-consent-non-english-speakers/index.html. [7]Lad, Pramod M., and Rebecca Dahl. "Overcoming Language Barriers in the Informed Consent Process: Regulatory and Compliance Issues With the use of the ‘Short Form.’” Accountability in Research 21, no. 5 (2014): 315-320. https://doi.org/10.1080/08989621.2013.848801. [8]“Informed Consent Information Sheet Guidance for IRBs, Clinical Investigators, and Sponsors Draft Guidance,” Office of the Commissioner, last modified 2014, https://www.fda.gov/media/88915/download. [9]Office of the Commissioner, “Informed Consent Information Sheet Guidance.” [10]Office of the Commissioner, “Informed Consent Information Sheet Guidance.” [11]Office of the Commissioner, “Informed Consent Information Sheet Guidance.” [12]Lad and Dahl, “Regulatory and Compliance Issues.” [13]Lad and Dahl, “Regulatory and Compliance Issues.” [14]Lad and Dahl, “Regulatory and Compliance Issues.” [15]Lad and Dahl, “Regulatory and Compliance Issues.” [16]Lad and Dahl, “Regulatory and Compliance Issues.” [17]Staples, Jeanine N. et al., "Language as a Barrier to Cancer Clinical Trial Accrual: Assessing Consenting Team Knowledge and Practices for Cancer Clinical Trial Consent Among Low English Fluency Patients." Applied Cancer Research 38, no. 1 (2018): 1-7.https://doi.org/10.1186/s41241-018-0065-9. [18]Staples et al., “Language as a Barrier.” [19]Egleston, Brian L. et al., "Characteristics of Clinical Trials That Require Participants to be Fluent in English." Clinical Trials 12, no. 6 (2015): 618-626.https://doi.org/10.1177/1740774515592881. [20]Egleston et al., “Characteristics of Clinical Trials.” [21]Egleston et al., “Characteristics of Clinical Trials.” [22]Muthukumar AV, Morrell W, Bierer BE (2021) Evaluating the frequency of English language requirements in clinical trial eligibility criteria: A systematic analysis using ClinicalTrials.gov. PLoS Med 18(9): e1003758. https://doi.org/10.1371/journal.pmed.1003758 https://doi.org/10.1080/08989620600654043. [23]Staples et al., “Language as a Barrier.” [24]Staples et al., “Language as a Barrier.” [25]Beach, Mary Catherine et al., "Cultural Competency: A Systematic Review of Health Care Provider Educational Interventions." Medical Care 43, no. 4 (2005): 356. https://doi.org/10.1097/01.mlr.0000156861.58905.96. [26]Beach et al., “Cultural Competence,” 8. [27]Beach et al., “Cultural Competence,” 8. [28]Beach et al., “Cultural Competence,” 8. [29]Bernier, Rachel et al., "Inclusion of Non‐English‐Speaking Patients in Research: A Single Institution Experience." Pediatric Anesthesia 28, no. 5 (2018): 415-420. https://doi.org/10.1111/pan.13363. [30]Bernier et al., “Inclusion of Non-English-Speaking Patients.” [31]Bernier et al., “Inclusion of Non-English-Speaking Patients.” [32]Bernier et al., “Inclusion of Non-English-Speaking Patients.” [33]Lad and Dahl, “Regulatory and Compliance Issues.” [34]Bernier et al., “Inclusion of Non-English-Speaking Patients.”
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Bowers, Olivia, and Mifrah Hayath. "Cultural Relativity and Acceptance of Embryonic Stem Cell Research." Voices in Bioethics 10 (May 16, 2024). http://dx.doi.org/10.52214/vib.v10i.12685.
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Photo ID 158378414 © Eduard Muzhevskyi | Dreamstime.com ABSTRACT There is a debate about the ethical implications of using human embryos in stem cell research, which can be influenced by cultural, moral, and social values. This paper argues for an adaptable framework to accommodate diverse cultural and religious perspectives. By using an adaptive ethics model, research protections can reflect various populations and foster growth in stem cell research possibilities. INTRODUCTION Stem cell research combines biology, medicine, and technology, promising to alter health care and the understanding of human development. Yet, ethical contention exists because of individuals’ perceptions of using human embryos based on their various cultural, moral, and social values. While these disagreements concerning policy, use, and general acceptance have prompted the development of an international ethics policy, such a uniform approach can overlook the nuanced ethical landscapes between cultures. With diverse viewpoints in public health, a single global policy, especially one reflecting Western ethics or the ethics prevalent in high-income countries, is impractical. This paper argues for a culturally sensitive, adaptable framework for the use of embryonic stem cells. Stem cell policy should accommodate varying ethical viewpoints and promote an effective global dialogue. With an extension of an ethics model that can adapt to various cultures, we recommend localized guidelines that reflect the moral views of the people those guidelines serve. BACKGROUND Stem cells, characterized by their unique ability to differentiate into various cell types, enable the repair or replacement of damaged tissues. Two primary types of stem cells are somatic stem cells (adult stem cells) and embryonic stem cells. Adult stem cells exist in developed tissues and maintain the body’s repair processes.[1] Embryonic stem cells (ESC) are remarkably pluripotent or versatile, making them valuable in research.[2] However, the use of ESCs has sparked ethics debates. Considering the potential of embryonic stem cells, research guidelines are essential. The International Society for Stem Cell Research (ISSCR) provides international stem cell research guidelines. They call for “public conversations touching on the scientific significance as well as the societal and ethical issues raised by ESC research.”[3] The ISSCR also publishes updates about culturing human embryos 14 days post fertilization, suggesting local policies and regulations should continue to evolve as ESC research develops.[4] Like the ISSCR, which calls for local law and policy to adapt to developing stem cell research given cultural acceptance, this paper highlights the importance of local social factors such as religion and culture. I. Global Cultural Perspective of Embryonic Stem Cells Views on ESCs vary throughout the world. Some countries readily embrace stem cell research and therapies, while others have stricter regulations due to ethical concerns surrounding embryonic stem cells and when an embryo becomes entitled to moral consideration. The philosophical issue of when the “someone” begins to be a human after fertilization, in the morally relevant sense,[5] impacts when an embryo becomes not just worthy of protection but morally entitled to it. The process of creating embryonic stem cell lines involves the destruction of the embryos for research.[6] Consequently, global engagement in ESC research depends on social-cultural acceptability. a. US and Rights-Based Cultures In the United States, attitudes toward stem cell therapies are diverse. The ethics and social approaches, which value individualism,[7] trigger debates regarding the destruction of human embryos, creating a complex regulatory environment. For example, the 1996 Dickey-Wicker Amendment prohibited federal funding for the creation of embryos for research and the destruction of embryos for “more than allowed for research on fetuses in utero.”[8] Following suit, in 2001, the Bush Administration heavily restricted stem cell lines for research. However, the Stem Cell Research Enhancement Act of 2005 was proposed to help develop ESC research but was ultimately vetoed.[9] Under the Obama administration, in 2009, an executive order lifted restrictions allowing for more development in this field.[10] The flux of research capacity and funding parallels the different cultural perceptions of human dignity of the embryo and how it is socially presented within the country’s research culture.[11] b. Ubuntu and Collective Cultures African bioethics differs from Western individualism because of the different traditions and values. African traditions, as described by individuals from South Africa and supported by some studies in other African countries, including Ghana and Kenya, follow the African moral philosophies of Ubuntu or Botho and Ukama, which “advocates for a form of wholeness that comes through one’s relationship and connectedness with other people in the society,”[12] making autonomy a socially collective concept. In this context, for the community to act autonomously, individuals would come together to decide what is best for the collective. Thus, stem cell research would require examining the value of the research to society as a whole and the use of the embryos as a collective societal resource. If society views the source as part of the collective whole, and opposes using stem cells, compromising the cultural values to pursue research may cause social detachment and stunt research growth.[13] Based on local culture and moral philosophy, the permissibility of stem cell research depends on how embryo, stem cell, and cell line therapies relate to the community as a whole. Ubuntu is the expression of humanness, with the person’s identity drawn from the “’I am because we are’” value.[14] The decision in a collectivistic culture becomes one born of cultural context, and individual decisions give deference to others in the society. Consent differs in cultures where thought and moral philosophy are based on a collective paradigm. So, applying Western bioethical concepts is unrealistic. For one, Africa is a diverse continent with many countries with different belief systems, access to health care, and reliance on traditional or Western medicines. Where traditional medicine is the primary treatment, the “’restrictive focus on biomedically-related bioethics’” [is] problematic in African contexts because it neglects bioethical issues raised by traditional systems.”[15] No single approach applies in all areas or contexts. Rather than evaluating the permissibility of ESC research according to Western concepts such as the four principles approach, different ethics approaches should prevail. Another consideration is the socio-economic standing of countries. In parts of South Africa, researchers have not focused heavily on contributing to the stem cell discourse, either because it is not considered health care or a health science priority or because resources are unavailable.[16] Each country’s priorities differ given different social, political, and economic factors. In South Africa, for instance, areas such as maternal mortality, non-communicable diseases, telemedicine, and the strength of health systems need improvement and require more focus[17] Stem cell research could benefit the population, but it also could divert resources from basic medical care. Researchers in South Africa adhere to the National Health Act and Medicines Control Act in South Africa and international guidelines; however, the Act is not strictly enforced, and there is no clear legislation for research conduct or ethical guidelines.[18] Some parts of Africa condemn stem cell research. For example, 98.2 percent of the Tunisian population is Muslim.[19] Tunisia does not permit stem cell research because of moral conflict with a Fatwa. Religion heavily saturates the regulation and direction of research.[20] Stem cell use became permissible for reproductive purposes only recently, with tight restrictions preventing cells from being used in any research other than procedures concerning ART/IVF. Their use is conditioned on consent, and available only to married couples.[21] The community's receptiveness to stem cell research depends on including communitarian African ethics. c. Asia Some Asian countries also have a collective model of ethics and decision making.[22] In China, the ethics model promotes a sincere respect for life or human dignity,[23] based on protective medicine. This model, influenced by Traditional Chinese Medicine (TCM), [24] recognizes Qi as the vital energy delivered via the meridians of the body; it connects illness to body systems, the body’s entire constitution, and the universe for a holistic bond of nature, health, and quality of life.[25] Following a protective ethics model, and traditional customs of wholeness, investment in stem cell research is heavily desired for its applications in regenerative therapies, disease modeling, and protective medicines. In a survey of medical students and healthcare practitioners, 30.8 percent considered stem cell research morally unacceptable while 63.5 percent accepted medical research using human embryonic stem cells. Of these individuals, 89.9 percent supported increased funding for stem cell research.[26] The scientific community might not reflect the overall population. From 1997 to 2019, China spent a total of $576 million (USD) on stem cell research at 8,050 stem cell programs, increased published presence from 0.6 percent to 14.01 percent of total global stem cell publications as of 2014, and made significant strides in cell-based therapies for various medical conditions.[27] However, while China has made substantial investments in stem cell research and achieved notable progress in clinical applications, concerns linger regarding ethical oversight and transparency.[28] For example, the China Biosecurity Law, promoted by the National Health Commission and China Hospital Association, attempted to mitigate risks by introducing an institutional review board (IRB) in the regulatory bodies. 5800 IRBs registered with the Chinese Clinical Trial Registry since 2021.[29] However, issues still need to be addressed in implementing effective IRB review and approval procedures. The substantial government funding and focus on scientific advancement have sometimes overshadowed considerations of regional cultures, ethnic minorities, and individual perspectives, particularly evident during the one-child policy era. As government policy adapts to promote public stability, such as the change from the one-child to the two-child policy,[30] research ethics should also adapt to ensure respect for the values of its represented peoples. Japan is also relatively supportive of stem cell research and therapies. Japan has a more transparent regulatory framework, allowing for faster approval of regenerative medicine products, which has led to several advanced clinical trials and therapies.[31] South Korea is also actively engaged in stem cell research and has a history of breakthroughs in cloning and embryonic stem cells.[32] However, the field is controversial, and there are issues of scientific integrity. For example, the Korean FDA fast-tracked products for approval,[33] and in another instance, the oocyte source was unclear and possibly violated ethical standards.[34] Trust is important in research, as it builds collaborative foundations between colleagues, trial participant comfort, open-mindedness for complicated and sensitive discussions, and supports regulatory procedures for stakeholders. There is a need to respect the culture’s interest, engagement, and for research and clinical trials to be transparent and have ethical oversight to promote global research discourse and trust. d. Middle East Countries in the Middle East have varying degrees of acceptance of or restrictions to policies related to using embryonic stem cells due to cultural and religious influences. Saudi Arabia has made significant contributions to stem cell research, and conducts research based on international guidelines for ethical conduct and under strict adherence to guidelines in accordance with Islamic principles. Specifically, the Saudi government and people require ESC research to adhere to Sharia law. In addition to umbilical and placental stem cells,[35] Saudi Arabia permits the use of embryonic stem cells as long as they come from miscarriages, therapeutic abortions permissible by Sharia law, or are left over from in vitro fertilization and donated to research.[36] Laws and ethical guidelines for stem cell research allow the development of research institutions such as the King Abdullah International Medical Research Center, which has a cord blood bank and a stem cell registry with nearly 10,000 donors.[37] Such volume and acceptance are due to the ethical ‘permissibility’ of the donor sources, which do not conflict with religious pillars. However, some researchers err on the side of caution, choosing not to use embryos or fetal tissue as they feel it is unethical to do so.[38] Jordan has a positive research ethics culture.[39] However, there is a significant issue of lack of trust in researchers, with 45.23 percent (38.66 percent agreeing and 6.57 percent strongly agreeing) of Jordanians holding a low level of trust in researchers, compared to 81.34 percent of Jordanians agreeing that they feel safe to participate in a research trial.[40] Safety testifies to the feeling of confidence that adequate measures are in place to protect participants from harm, whereas trust in researchers could represent the confidence in researchers to act in the participants’ best interests, adhere to ethical guidelines, provide accurate information, and respect participants’ rights and dignity. One method to improve trust would be to address communication issues relevant to ESC. Legislation surrounding stem cell research has adopted specific language, especially concerning clarification “between ‘stem cells’ and ‘embryonic stem cells’” in translation.[41] Furthermore, legislation “mandates the creation of a national committee… laying out specific regulations for stem-cell banking in accordance with international standards.”[42] This broad regulation opens the door for future global engagement and maintains transparency. However, these regulations may also constrain the influence of research direction, pace, and accessibility of research outcomes. e. Europe In the European Union (EU), ethics is also principle-based, but the principles of autonomy, dignity, integrity, and vulnerability are interconnected.[43] As such, the opportunity for cohesion and concessions between individuals’ thoughts and ideals allows for a more adaptable ethics model due to the flexible principles that relate to the human experience The EU has put forth a framework in its Convention for the Protection of Human Rights and Dignity of the Human Being allowing member states to take different approaches. Each European state applies these principles to its specific conventions, leading to or reflecting different acceptance levels of stem cell research. [44] For example, in Germany, Lebenzusammenhang, or the coherence of life, references integrity in the unity of human culture. Namely, the personal sphere “should not be subject to external intervention.”[45] Stem cell interventions could affect this concept of bodily completeness, leading to heavy restrictions. Under the Grundgesetz, human dignity and the right to life with physical integrity are paramount.[46] The Embryo Protection Act of 1991 made producing cell lines illegal. Cell lines can be imported if approved by the Central Ethics Commission for Stem Cell Research only if they were derived before May 2007.[47] Stem cell research respects the integrity of life for the embryo with heavy specifications and intense oversight. This is vastly different in Finland, where the regulatory bodies find research more permissible in IVF excess, but only up to 14 days after fertilization.[48] Spain’s approach differs still, with a comprehensive regulatory framework.[49] Thus, research regulation can be culture-specific due to variations in applied principles. Diverse cultures call for various approaches to ethical permissibility.[50] Only an adaptive-deliberative model can address the cultural constructions of self and achieve positive, culturally sensitive stem cell research practices.[51] II. Religious Perspectives on ESC Embryonic stem cell sources are the main consideration within religious contexts. While individuals may not regard their own religious texts as authoritative or factual, religion can shape their foundations or perspectives. The Qur'an states: “And indeed We created man from a quintessence of clay. Then We placed within him a small quantity of nutfa (sperm to fertilize) in a safe place. Then We have fashioned the nutfa into an ‘alaqa (clinging clot or cell cluster), then We developed the ‘alaqa into mudgha (a lump of flesh), and We made mudgha into bones, and clothed the bones with flesh, then We brought it into being as a new creation. So Blessed is Allah, the Best of Creators.”[52] Many scholars of Islam estimate the time of soul installment, marked by the angel breathing in the soul to bring the individual into creation, as 120 days from conception.[53] Personhood begins at this point, and the value of life would prohibit research or experimentation that could harm the individual. If the fetus is more than 120 days old, the time ensoulment is interpreted to occur according to Islamic law, abortion is no longer permissible.[54] There are a few opposing opinions about early embryos in Islamic traditions. According to some Islamic theologians, there is no ensoulment of the early embryo, which is the source of stem cells for ESC research.[55] In Buddhism, the stance on stem cell research is not settled. The main tenets, the prohibition against harming or destroying others (ahimsa) and the pursuit of knowledge (prajña) and compassion (karuna), leave Buddhist scholars and communities divided.[56] Some scholars argue stem cell research is in accordance with the Buddhist tenet of seeking knowledge and ending human suffering. Others feel it violates the principle of not harming others. Finding the balance between these two points relies on the karmic burden of Buddhist morality. In trying to prevent ahimsa towards the embryo, Buddhist scholars suggest that to comply with Buddhist tenets, research cannot be done as the embryo has personhood at the moment of conception and would reincarnate immediately, harming the individual's ability to build their karmic burden.[57] On the other hand, the Bodhisattvas, those considered to be on the path to enlightenment or Nirvana, have given organs and flesh to others to help alleviate grieving and to benefit all.[58] Acceptance varies on applied beliefs and interpretations. Catholicism does not support embryonic stem cell research, as it entails creation or destruction of human embryos. This destruction conflicts with the belief in the sanctity of life. For example, in the Old Testament, Genesis describes humanity as being created in God’s image and multiplying on the Earth, referencing the sacred rights to human conception and the purpose of development and life. In the Ten Commandments, the tenet that one should not kill has numerous interpretations where killing could mean murder or shedding of the sanctity of life, demonstrating the high value of human personhood. In other books, the theological conception of when life begins is interpreted as in utero,[59] highlighting the inviolability of life and its formation in vivo to make a religious point for accepting such research as relatively limited, if at all.[60] The Vatican has released ethical directives to help apply a theological basis to modern-day conflicts. The Magisterium of the Church states that “unless there is a moral certainty of not causing harm,” experimentation on fetuses, fertilized cells, stem cells, or embryos constitutes a crime.[61] Such procedures would not respect the human person who exists at these stages, according to Catholicism. Damages to the embryo are considered gravely immoral and illicit.[62] Although the Catholic Church officially opposes abortion, surveys demonstrate that many Catholic people hold pro-choice views, whether due to the context of conception, stage of pregnancy, threat to the mother’s life, or for other reasons, demonstrating that practicing members can also accept some but not all tenets.[63] Some major Jewish denominations, such as the Reform, Conservative, and Reconstructionist movements, are open to supporting ESC use or research as long as it is for saving a life.[64] Within Judaism, the Talmud, or study, gives personhood to the child at birth and emphasizes that life does not begin at conception:[65] “If she is found pregnant, until the fortieth day it is mere fluid,”[66] Whereas most religions prioritize the status of human embryos, the Halakah (Jewish religious law) states that to save one life, most other religious laws can be ignored because it is in pursuit of preservation.[67] Stem cell research is accepted due to application of these religious laws. We recognize that all religions contain subsets and sects. The variety of environmental and cultural differences within religious groups requires further analysis to respect the flexibility of religious thoughts and practices. We make no presumptions that all cultures require notions of autonomy or morality as under the common morality theory, which asserts a set of universal moral norms that all individuals share provides moral reasoning and guides ethical decisions.[68] We only wish to show that the interaction with morality varies between cultures and countries. III. A Flexible Ethical Approach The plurality of different moral approaches described above demonstrates that there can be no universally acceptable uniform law for ESC on a global scale. Instead of developing one standard, flexible ethical applications must be continued. We recommend local guidelines that incorporate important cultural and ethical priorities. While the Declaration of Helsinki is more relevant to people in clinical trials receiving ESC products, in keeping with the tradition of protections for research subjects, consent of the donor is an ethical requirement for ESC donation in many jurisdictions including the US, Canada, and Europe.[69] The Declaration of Helsinki provides a reference point for regulatory standards and could potentially be used as a universal baseline for obtaining consent prior to gamete or embryo donation. For instance, in Columbia University’s egg donor program for stem cell research, donors followed standard screening protocols and “underwent counseling sessions that included information as to the purpose of oocyte donation for research, what the oocytes would be used for, the risks and benefits of donation, and process of oocyte stimulation” to ensure transparency for consent.[70] The program helped advance stem cell research and provided clear and safe research methods with paid participants. Though paid participation or covering costs of incidental expenses may not be socially acceptable in every culture or context,[71] and creating embryos for ESC research is illegal in many jurisdictions, Columbia’s program was effective because of the clear and honest communications with donors, IRBs, and related stakeholders. This example demonstrates that cultural acceptance of scientific research and of the idea that an egg or embryo does not have personhood is likely behind societal acceptance of donating eggs for ESC research. As noted, many countries do not permit the creation of embryos for research. Proper communication and education regarding the process and purpose of stem cell research may bolster comprehension and garner more acceptance. “Given the sensitive subject material, a complete consent process can support voluntary participation through trust, understanding, and ethical norms from the cultures and morals participants value. This can be hard for researchers entering countries of different socioeconomic stability, with different languages and different societal values.[72] An adequate moral foundation in medical ethics is derived from the cultural and religious basis that informs knowledge and actions.[73] Understanding local cultural and religious values and their impact on research could help researchers develop humility and promote inclusion. IV. Concerns Some may argue that if researchers all adhere to one ethics standard, protection will be satisfied across all borders, and the global public will trust researchers. However, defining what needs to be protected and how to define such research standards is very specific to the people to which standards are applied. We suggest that applying one uniform guide cannot accurately protect each individual because we all possess our own perceptions and interpretations of social values.[74] Therefore, the issue of not adjusting to the moral pluralism between peoples in applying one standard of ethics can be resolved by building out ethics models that can be adapted to different cultures and religions. Other concerns include medical tourism, which may promote health inequities.[75] Some countries may develop and approve products derived from ESC research before others, compromising research ethics or drug approval processes. There are also concerns about the sale of unauthorized stem cell treatments, for example, those without FDA approval in the United States. Countries with robust research infrastructures may be tempted to attract medical tourists, and some customers will have false hopes based on aggressive publicity of unproven treatments.[76] For example, in China, stem cell clinics can market to foreign clients who are not protected under the regulatory regimes. Companies employ a marketing strategy of “ethically friendly” therapies. Specifically, in the case of Beike, China’s leading stem cell tourism company and sprouting network, ethical oversight of administrators or health bureaus at one site has “the unintended consequence of shifting questionable activities to another node in Beike's diffuse network.”[77] In contrast, Jordan is aware of stem cell research’s potential abuse and its own status as a “health-care hub.” Jordan’s expanded regulations include preserving the interests of individuals in clinical trials and banning private companies from ESC research to preserve transparency and the integrity of research practices.[78] The social priorities of the community are also a concern. The ISSCR explicitly states that guidelines “should be periodically revised to accommodate scientific advances, new challenges, and evolving social priorities.”[79] The adaptable ethics model extends this consideration further by addressing whether research is warranted given the varying degrees of socioeconomic conditions, political stability, and healthcare accessibilities and limitations. An ethical approach would require discussion about resource allocation and appropriate distribution of funds.[80] CONCLUSION While some religions emphasize the sanctity of life from conception, which may lead to public opposition to ESC research, others encourage ESC research due to its potential for healing and alleviating human pain. Many countries have special regulations that balance local views on embryonic personhood, the benefits of research as individual or societal goods, and the protection of human research subjects. To foster understanding and constructive dialogue, global policy frameworks should prioritize the protection of universal human rights, transparency, and informed consent. In addition to these foundational global policies, we recommend tailoring local guidelines to reflect the diverse cultural and religious perspectives of the populations they govern. Ethics models should be adapted to local populations to effectively establish research protections, growth, and possibilities of stem cell research. For example, in countries with strong beliefs in the moral sanctity of embryos or heavy religious restrictions, an adaptive model can allow for discussion instead of immediate rejection. In countries with limited individual rights and voice in science policy, an adaptive model ensures cultural, moral, and religious views are taken into consideration, thereby building social inclusion. While this ethical consideration by the government may not give a complete voice to every individual, it will help balance policies and maintain the diverse perspectives of those it affects. Embracing an adaptive ethics model of ESC research promotes open-minded dialogue and respect for the importance of human belief and tradition. By actively engaging with cultural and religious values, researchers can better handle disagreements and promote ethical research practices that benefit each society. This brief exploration of the religious and cultural differences that impact ESC research reveals the nuances of relative ethics and highlights a need for local policymakers to apply a more intense adaptive model. - [1] Poliwoda, S., Noor, N., Downs, E., Schaaf, A., Cantwell, A., Ganti, L., Kaye, A. D., Mosel, L. I., Carroll, C. B., Viswanath, O., & Urits, I. (2022). Stem cells: a comprehensive review of origins and emerging clinical roles in medical practice. 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International Society for Stem Cell Research. https://www.isscr.org/guidelines/blog-post-title-one-ed2td-6fcdk [5] Concerning the moral philosophies of stem cell research, our paper does not posit a personal moral stance nor delve into the “when” of human life begins. To read further about the philosophical debate, consider the following sources: Sandel M. J. (2004). Embryo ethics--the moral logic of stem-cell research. The New England journal of medicine, 351(3), 207–209. https://doi.org/10.1056/NEJMp048145; George, R. P., & Lee, P. (2020, September 26). Acorns and Embryos. The New Atlantis. https://www.thenewatlantis.com/publications/acorns-and-embryos; Sagan, A., & Singer, P. (2007). The moral status of stem cells. Metaphilosophy, 38(2/3), 264–284. http://www.jstor.org/stable/24439776; McHugh P. R. (2004). Zygote and "clonote"--the ethical use of embryonic stem cells. 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[14] Jecker, N. S., & Atuire, C. (2021). Bioethics in Africa: A contextually enlightened analysis of three cases. Developing World Bioethics, 22(2), 112–122. https://doi.org/10.1111/dewb.12324 [15] Jecker, N. S., & Atuire, C. (2021). Bioethics in Africa: A contextually enlightened analysis of three cases. Developing World Bioethics, 22(2), 112–122. https://doi.org/10.1111/dewb.12324 [16] Jackson, C.S., Pepper, M.S. Opportunities and barriers to establishing a cell therapy programme in South Africa. Stem Cell Res Ther 4, 54 (2013). https://doi.org/10.1186/scrt204; Pew Research Center. (2014, May 1). Public health a major priority in African nations. Pew Research Center’s Global Attitudes Project. https://www.pewresearch.org/global/2014/05/01/public-health-a-major-priority-in-african-nations/ [17] Department of Health Republic of South Africa. (2021). Health Research Priorities (revised) for South Africa 2021-2024. National Health Research Strategy. https://www.health.gov.za/wp-content/uploads/2022/05/National-Health-Research-Priorities-2021-2024.pdf [18] Oosthuizen, H. (2013). Legal and Ethical Issues in Stem Cell Research in South Africa. In: Beran, R. (eds) Legal and Forensic Medicine. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-32338-6_80, see also: Gaobotse G (2018) Stem Cell Research in Africa: Legislation and Challenges. J Regen Med 7:1. doi: 10.4172/2325-9620.1000142 [19] United States Bureau of Citizenship and Immigration Services. (1998). Tunisia: Information on the status of Christian conversions in Tunisia. UNHCR Web Archive. https://webarchive.archive.unhcr.org/20230522142618/https://www.refworld.org/docid/3df0be9a2.html [20] Gaobotse, G. (2018) Stem Cell Research in Africa: Legislation and Challenges. J Regen Med 7:1. doi: 10.4172/2325-9620.1000142 [21] Kooli, C. Review of assisted reproduction techniques, laws, and regulations in Muslim countries. Middle East Fertil Soc J 24, 8 (2020). https://doi.org/10.1186/s43043-019-0011-0; Gaobotse, G. (2018) Stem Cell Research in Africa: Legislation and Challenges. J Regen Med 7:1. doi: 10.4172/2325-9620.1000142 [22] Pang M. C. (1999). Protective truthfulness: the Chinese way of safeguarding patients in informed treatment decisions. Journal of medical ethics, 25(3), 247–253. https://doi.org/10.1136/jme.25.3.247 [23] Wang, L., Wang, F., & Zhang, W. (2021). Bioethics in China’s biosecurity law: Forms, effects, and unsettled issues. Journal of law and the biosciences, 8(1). https://doi.org/10.1093/jlb/lsab019 https://academic.oup.com/jlb/article/8/1/lsab019/6299199 [24] Wang, Y., Xue, Y., & Guo, H. D. (2022). Intervention effects of traditional Chinese medicine on stem cell therapy of myocardial infarction. Frontiers in pharmacology, 13, 1013740. https://doi.org/10.3389/fphar.2022.1013740 [25] Li, X.-T., & Zhao, J. (2012). Chapter 4: An Approach to the Nature of Qi in TCM- Qi and Bioenergy. In Recent Advances in Theories and Practice of Chinese Medicine (p. 79). InTech. [26] Luo, D., Xu, Z., Wang, Z., & Ran, W. (2021). China's Stem Cell Research and Knowledge Levels of Medical Practitioners and Students. Stem cells international, 2021, 6667743. https://doi.org/10.1155/2021/6667743 [27] Luo, D., Xu, Z., Wang, Z., & Ran, W. (2021). China's Stem Cell Research and Knowledge Levels of Medical Practitioners and Students. Stem cells international, 2021, 6667743. https://doi.org/10.1155/2021/6667743 [28] Zhang, J. Y. (2017). Lost in translation? accountability and governance of Clinical Stem Cell Research in China. Regenerative Medicine, 12(6), 647–656. https://doi.org/10.2217/rme-2017-0035 [29] Wang, L., Wang, F., & Zhang, W. (2021). Bioethics in China’s biosecurity law: Forms, effects, and unsettled issues. Journal of law and the biosciences, 8(1). https://doi.org/10.1093/jlb/lsab019 https://academic.oup.com/jlb/article/8/1/lsab019/6299199 [30] Chen, H., Wei, T., Wang, H. et al. Association of China’s two-child policy with changes in number of births and birth defects rate, 2008–2017. BMC Public Health 22, 434 (2022). https://doi.org/10.1186/s12889-022-12839-0 [31] Azuma, K. Regulatory Landscape of Regenerative Medicine in Japan. Curr Stem Cell Rep 1, 118–128 (2015). https://doi.org/10.1007/s40778-015-0012-6 [32] Harris, R. (2005, May 19). Researchers Report Advance in Stem Cell Production. NPR. https://www.npr.org/2005/05/19/4658967/researchers-report-advance-in-stem-cell-production [33] Park, S. (2012). South Korea steps up stem-cell work. Nature. https://doi.org/10.1038/nature.2012.10565 [34] Resnik, D. B., Shamoo, A. E., & Krimsky, S. (2006). Fraudulent human embryonic stem cell research in South Korea: lessons learned. Accountability in research, 13(1), 101–109. https://doi.org/10.1080/08989620600634193. [35] Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6 [36]Association for the Advancement of Blood and Biotherapies. https://www.aabb.org/regulatory-and-advocacy/regulatory-affairs/regulatory-for-cellular-therapies/international-competent-authorities/saudi-arabia [37] Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: Interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6 [38] Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: Interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6 Culturally, autonomy practices follow a relational autonomy approach based on a paternalistic deontological health care model. The adherence to strict international research policies and religious pillars within the regulatory environment is a great foundation for research ethics. However, there is a need to develop locally targeted ethics approaches for research (as called for in Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6), this decision-making approach may help advise a research decision model. For more on the clinical cultural autonomy approaches, see: Alabdullah, Y. Y., Alzaid, E., Alsaad, S., Alamri, T., Alolayan, S. W., Bah, S., & Aljoudi, A. S. (2022). Autonomy and paternalism in Shared decision‐making in a Saudi Arabian tertiary hospital: A cross‐sectional study. Developing World Bioethics, 23(3), 260–268. https://doi.org/10.1111/dewb.12355; Bukhari, A. A. (2017). Universal Principles of Bioethics and Patient Rights in Saudi Arabia (Doctoral dissertation, Duquesne University). https://dsc.duq.edu/etd/124; Ladha, S., Nakshawani, S. A., Alzaidy, A., & Tarab, B. (2023, October 26). Islam and Bioethics: What We All Need to Know. Columbia University School of Professional Studies. https://sps.columbia.edu/events/islam-and-bioethics-what-we-all-need-know [39] Ababneh, M. A., Al-Azzam, S. I., Alzoubi, K., Rababa’h, A., & Al Demour, S. (2021). Understanding and attitudes of the Jordanian public about clinical research ethics. Research Ethics, 17(2), 228-241. https://doi.org/10.1177/1747016120966779 [40] Ababneh, M. A., Al-Azzam, S. I., Alzoubi, K., Rababa’h, A., & Al Demour, S. (2021). Understanding and attitudes of the Jordanian public about clinical research ethics. Research Ethics, 17(2), 228-241. https://doi.org/10.1177/1747016120966779 [41] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East. Nature 510, 189. https://doi.org/10.1038/510189a [42] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East. Nature 510, 189. https://doi.org/10.1038/510189a [43] The EU’s definition of autonomy relates to the capacity for creating ideas, moral insight, decisions, and actions without constraint, personal responsibility, and informed consent. However, the EU views autonomy as not completely able to protect individuals and depends on other principles, such as dignity, which “expresses the intrinsic worth and fundamental equality of all human beings.” Rendtorff, J.D., Kemp, P. (2019). Four Ethical Principles in European Bioethics and Biolaw: Autonomy, Dignity, Integrity and Vulnerability. In: Valdés, E., Lecaros, J. (eds) Biolaw and Policy in the Twenty-First Century. International Library of Ethics, Law, and the New Medicine, vol 78. Springer, Cham. https://doi.org/10.1007/978-3-030-05903-3_3 [44] Council of Europe. Convention for the protection of Human Rights and Dignity of the Human Being with regard to the Application of Biology and Medicine: Convention on Human Rights and Biomedicine (ETS No. 164) https://www.coe.int/en/web/conventions/full-list?module=treaty-detail&treatynum=164 (forbidding the creation of embryos for research purposes only, and suggests embryos in vitro have protections.); Also see Drabiak-Syed B. K. (2013). New President, New Human Embryonic Stem Cell Research Policy: Comparative International Perspectives and Embryonic Stem Cell Research Laws in France. Biotechnology Law Report, 32(6), 349–356. https://doi.org/10.1089/blr.2013.9865 [45] Rendtorff, J.D., Kemp, P. (2019). Four Ethical Principles in European Bioethics and Biolaw: Autonomy, Dignity, Integrity and Vulnerability. In: Valdés, E., Lecaros, J. (eds) Biolaw and Policy in the Twenty-First Century. International Library of Ethics, Law, and the New Medicine, vol 78. Springer, Cham. https://doi.org/10.1007/978-3-030-05903-3_3 [46] Tomuschat, C., Currie, D. P., Kommers, D. P., & Kerr, R. (Trans.). (1949, May 23). Basic law for the Federal Republic of Germany. https://www.btg-bestellservice.de/pdf/80201000.pdf [47] Regulation of Stem Cell Research in Germany. Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-germany [48] Regulation of Stem Cell Research in Finland. Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-finland [49] Regulation of Stem Cell Research in Spain. Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-spain [50] Some sources to consider regarding ethics models or regulatory oversights of other cultures not covered: Kara MA. Applicability of the principle of respect for autonomy: the perspective of Turkey. J Med Ethics. 2007 Nov;33(11):627-30. doi: 10.1136/jme.2006.017400. PMID: 17971462; PMCID: PMC2598110. Ugarte, O. N., & Acioly, M. A. (2014). The principle of autonomy in Brazil: one needs to discuss it ... Revista do Colegio Brasileiro de Cirurgioes, 41(5), 374–377. https://doi.org/10.1590/0100-69912014005013 Bharadwaj, A., & Glasner, P. E. (2012). Local cells, global science: The rise of embryonic stem cell research in India. Routledge. For further research on specific European countries regarding ethical and regulatory framework, we recommend this database: Regulation of Stem Cell Research in Europe. Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-europe [51] Klitzman, R. (2006). Complications of culture in obtaining informed consent. The American Journal of Bioethics, 6(1), 20–21. https://doi.org/10.1080/15265160500394671 see also: Ekmekci, P. E., & Arda, B. (2017). Interculturalism and Informed Consent: Respecting Cultural Differences without Breaching Human Rights. Cultura (Iasi, Romania), 14(2), 159–172.; For why trust is important in research, see also: Gray, B., Hilder, J., Macdonald, L., Tester, R., Dowell, A., & Stubbe, M. (2017). Are research ethics guidelines culturally competent? Research Ethics, 13(1), 23-41. https://doi.org/10.1177/1747016116650235 [52] The Qur'an (M. Khattab, Trans.). (1965). Al-Mu’minun, 23: 12-14. https://quran.com/23 [53] Lenfest, Y. (2017, December 8). Islam and the beginning of human life. Bill of Health. https://blog.petrieflom.law.harvard.edu/2017/12/08/islam-and-the-beginning-of-human-life/ [54] Aksoy, S. (2005). Making regulations and drawing up legislation in Islamic countries under conditions of uncertainty, with special reference to embryonic stem cell research. Journal of Medical Ethics, 31:399-403.; see also: Mahmoud, Azza. "Islamic Bioethics: National Regulations and Guidelines of Human Stem Cell Research in the Muslim World." Master's thesis, Chapman University, 2022. https://doi.org/10.36837/ chapman.000386 [55] Rashid, R. (2022). When does Ensoulment occur in the Human Foetus. Journal of the British Islamic Medical Association, 12(4). ISSN 2634 8071. https://www.jbima.com/wp-content/uploads/2023/01/2-Ethics-3_-Ensoulment_Rafaqat.pdf. [56] Sivaraman, M. & Noor, S. (2017). Ethics of embryonic stem cell research according to Buddhist, Hindu, Catholic, and Islamic religions: perspective from Malaysia. Asian Biomedicine,8(1) 43-52. https://doi.org/10.5372/1905-7415.0801.260 [57] Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.), Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues (pp. 79-94). Berkeley: University of California Press. https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005 [58] Lecso, P. A. (1991). The Bodhisattva Ideal and Organ Transplantation. Journal of Religion and Health, 30(1), 35–41. http://www.jstor.org/stable/27510629; Bodhisattva, S. (n.d.). The Key of Becoming a Bodhisattva. A Guide to the Bodhisattva Way of Life. http://www.buddhism.org/Sutras/2/BodhisattvaWay.htm [59] There is no explicit religious reference to when life begins or how to conduct research that interacts with the concept of life. However, these are relevant verses pertaining to how the fetus is viewed. ((King James Bible. (1999). Oxford University Press. (original work published 1769)) Jerimiah 1: 5 “Before I formed thee in the belly I knew thee; and before thou camest forth out of the womb I sanctified thee…” In prophet Jerimiah’s insight, God set him apart as a person known before childbirth, a theme carried within the Psalm of David. Psalm 139: 13-14 “…Thou hast covered me in my mother's womb. I will praise thee; for I am fearfully and wonderfully made…” These verses demonstrate David’s respect for God as an entity that would know of all man’s thoughts and doings even before birth. [60] It should be noted that abortion is not supported as well. [61] The Vatican. (1987, February 22). Instruction on Respect for Human Life in Its Origin and on the Dignity of Procreation Replies to Certain Questions of the Day. Congregation For the Doctrine of the Faith. https://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_19870222_respect-for-human-life_en.html [62] The Vatican. (2000, August 25). 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Voices in Bioethics, 3. https://doi.org/10.7916/vib.v3i.6027 [77]Song, P. (2011) The proliferation of stem cell therapies in post-Mao China: problematizing ethical regulation, New Genetics and Society, 30:2, 141-153, DOI: 10.1080/14636778.2011.574375 [78] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East. Nature 510, 189. https://doi.org/10.1038/510189a [79] International Society for Stem Cell Research. (2024). Standards in stem cell research. International Society for Stem Cell Research. https://www.isscr.org/guidelines/5-standards-in-stem-cell-research [80] Benjamin, R. (2013). People’s science bodies and rights on the Stem Cell Frontier. Stanford University Press.
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Rodan, Debbie, and Jane Mummery. "Animals Australia and the Challenges of Vegan Stereotyping." M/C Journal 22, no. 2 (April 24, 2019). http://dx.doi.org/10.5204/mcj.1510.
Full textAbstract:
Introduction Negative stereotyping of alternative diets such as veganism and other plant-based diets has been common in Australia, conventionally a meat-eating culture (OECD qtd. in Ting). Indeed, meat consumption in Australia is sanctioned by the ubiquity of advertising linking meat-eating to health, vitality and nation-building, and public challenges to such plant-based diets as veganism. In addition, state, commercial enterprises, and various community groups overtly resist challenges to Australian meat-eating norms and to the intensive animal husbandry practices that underpin it. Hence activists, who may contest not simply this norm but many of the customary industry practices that comprise Australia’s meat production, have been accused of promoting a vegan agenda and even of undermining the “Australian way of life”.If veganism meansa philosophy and way of living which seeks to exclude—as far as is possible and practicable—all forms of exploitation of, and cruelty to, animals for food, clothing or any other purpose; and by extension, promotes the development and use of animal-free alternatives for the benefit of humans, animals and the environment. In dietary terms it denotes the practice of dispensing with all products derived wholly or partly from animals. (Vegan Society)then our interest in this article lies in how a stereotyped label of veganism (and other associated attributes) is being used across Australian public spheres to challenge the work of animal activists as they call out factory farming for entrenched animal cruelty. This is carried out in three main parts. First, following an outline of our research approach, we examine the processes of stereotyping and the key dimensions of vegan stereotyping. Second, in the main part of the article, we reveal how opponents to such animal activist organisations as Animals Australia attempt to undermine activist calls for change by framing them as promoting an un-Australian vegan agenda. Finally, we consider how, despite such framing, that organisation is generating productive public debate around animal welfare, and, further, facilitating the creation of new activist identifications and identities.Research ApproachData collection involved searching for articles where Animals Australia and animal activism were yoked with veg*n (vegan and vegetarian), across the period May 2011 to 2016 (discussion peaked between May and June 2013). This period was of interest because it exposed a flare point with public discord being expressed between communities—namely between rural and urban consumers, farmers and animal activists, Coles Supermarkets (identified by The Australian Government the Treasury as one of two major supermarkets holding over 65% share of Australian food retail market) and their producers—and a consequent voicing of disquiet around Australian identity. We used purposive sampling (Waller, Farquharson, and Dempsey 67) to identify relevant materials as we knew in advance the case was “information-rich” (Patton 181) and would provide insightful information about a “troublesome” phenomenon (Emmel 6). Materials were collected from online news articles (30) and readers’ comments (167), online magazines (2) and websites (2) and readers’ comments (3), news items (Factiva 13), Australian Broadcasting Commission television (1) and radio (1), public blogs (2), and Facebook pages from involved organisations, specifically Australia’s National Farmers’ Federation (NFF, 155 posts) and Coles Supermarkets (29 posts). Many of these materials were explicitly responsive to a) Animals Australia’s Make It Possible campaign against Australian factory farming (launched and highly debated during this period), and b) Coles Supermarket’s short-lived partnership with Animals Australia in 2013. We utilised content analysis so as to make visible the most prominent and consistent stereotypes utilised in these various materials during the identified period. The approach allowed us to code and categorise materials so as to determine trends and patterns of words used, their relationships, and key structures and ways of speaking (Weerakkody). In addition, discourse analysis (Gee) was used in order to identify and track “language-in-use” so as to make visible the stereotyping deployed during the public reception of both the campaign and Animals Australia’s associated partnership with Coles. These methods enabled a “nuanced approach” (Coleman and Moss 12) with which to spot putdowns, innuendos, and stereotypical attitudes.Vegan StereotypingStereotypes creep into everyday language and are circulated and amplified through mainstream media, speeches by public figures, and social media. Stereotypes maintain their force through being reused and repurposed, making them difficult to eradicate due to their “cumulative effects” and influence (Harris and Sanborn 38; Inzlicht, Tullett, Legault, and Kang; Pickering). Over time stereotypes can become the lens through which we view “the world and social reality” (Harris and Sanborn 38; Inzlicht et al.). In summation, stereotyping:reduces identity categories to particular sets of deeds, attributes and attitudes (Whitley and Kite);informs individuals’ “cognitive investments” (Blum 267) by associating certain characteristics with particular groups;comprises symbolic and connotative codes that carry sets of traits, deeds, or beliefs (Cover; Rosello), and;becomes increasingly persuasive through regulating language and image use as well as identity categories (Cover; Pickering; Rosello).Not only is the “iterative force” (Rosello 35) of such associative stereotyping compounded due to its dissemination across digital media sites such as Facebook, YouTube, websites, and online news, but attempts to denounce it tend to increase its “persuasive power” (29). Indeed, stereotypes seem to refuse “to die” (23), remaining rooted in social and cultural memory (Whitley and Kite 10).As such, despite the fact that there is increasing interest in Australia and elsewhere in new food norms and plant-based diets (see, e.g., KPMG), as well as in vegan lifestyle options (Wright), studies still show that vegans remain a negatively stereotyped group. Previous studies have suggested that vegans mark a “symbolic threat” to Western, conventionally meat-eating cultures (MacInnis and Hodson 722; Stephens Griffin; Cole and Morgan). One key UK study of national newspapers, for instance, showed vegans continuing to be discredited in multiple ways as: 1) “self-evidently ridiculous”; 2) “ascetics”; 3) having a lifestyle difficult and impossible to maintain; 4) “faddist”; 5) “oversensitive”; and 6) “hostile extremists” (Cole and Morgan 140–47).For many Australians, veganism also appears anathema to their preferred culture and lifestyle of meat-eating. For instance, the NFF, Meat & Livestock Australia (MLA), and other farming bodies continue to frame veganism as marking an extreme form of lifestyle, as anti-farming and un-Australian. Such perspectives are also circulated through online rural news and readers’ comments, as will be discussed later in the article. Such representations are further exemplified by the MLA’s (Lamb, Australia Day, Celebrate Australia) Australia Day lamb advertising campaigns (Bembridge; Canning). For multiple consecutive years, the campaign presented vegans (and vegetarians) as being self-evidently ridiculous and faddish, representing them as mentally unhinged and fringe dwellers. Such stereotyping not only invokes “affective reactions” (Whitley and Kite 8)—including feelings of disgust towards individuals living such lifestyles or holding such values—but operates as “political baits” (Rosello 18) to shore-up or challenge certain social or political positions.Although such advertisements are arguably satirical, their repeated screening towards and on Australia Day highlights deeply held views about the normalcy of animal agriculture and meat-eating, “homogenizing” (Blum 276; Pickering) both meat-eaters and non-meat-eaters alike. Cultural stereotyping of this kind amplifies “social” as well as political schisms (Blum 276), and arguably discourages consumers—whether meat-eaters or non-meat-eaters—from advocating together around shared goals such as animal welfare and food safety. Additionally, given the rise of new food practices in Australia—including flexitarian, reducetarian, pescatarian, kangatarian (a niche form of ethical eating), vegivores, semi-vegetarian, vegetarian, veganism—alongside broader commitments to ethical consumption, such stereotyping suggests that consumers’ actual values and preferences are being disregarded in order to shore-up the normalcy of meat-eating.Animals Australia and the (So-Called) Vegan Agenda of Animal ActivismGiven these points, it is no surprise that there is a tacit belief in Australia that anyone labelled an animal activist must also be vegan. Within this context, we have chosen to primarily focus on the attitudes towards the campaigning work of Animals Australia—a not-for-profit organisation representing some 30 member groups and over 2 million individual supporters (Animals Australia, “Who Is”)—as this organisation has been charged as promoting a vegan agenda. Along with the RSPCA and Voiceless, Animals Australia represents one of the largest animal protection organisations within Australia (Chen). Its mission is to:Investigate, expose and raise community awareness of animal cruelty;Provide animals with the strongest representation possible to Government and other decision-makers;Educate, inspire, empower and enlist the support of the community to prevent and prohibit animal cruelty;Strengthen the animal protection movement. (Animals Australia, “Who Is”)In delivery of this mission, the organisation curates public rallies and protests, makes government and industry submissions, and utilises corporate outreach. Campaigning engages the Web, multiple forms of print and broadcast media, and social media.With regards to Animals Australia’s campaigns regarding factory farming—including the Make It Possible campaign (see fig. 1), launched in 2013 and key to the period we are investigating—the main message is that: the animals kept in these barren and constrictive conditions are “no different to our pets at home”; they are “highly intelligent creatures who feel pain, and who will respond to kindness and affection – if given the chance”; they are “someone, not something” (see the Make It Possible transcript). Campaigns deliberately strive to engender feelings of empathy and produce affect in viewers (see, e.g., van Gurp). Specifically they strive to produce mainstream recognition of the cruelties entrenched in factory farming practices and build community outrage against these practices so as to initiate industry change. Campaigns thus expressly challenge Australians to no longer support factory farmed animal products, and to identify with what we have elsewhere called everyday activist positions (Rodan and Mummery, “Animal Welfare”; “Make It Possible”). They do not, however, explicitly endorse a vegan position. Figure 1: Make It Possible (Animals Australia, campaign poster)Nonetheless, as has been noted, a common counter-tactic used within Australia by the industries targeted by such campaigns, has been to use well-known negative stereotypes to discredit not only the charges of systemic animal cruelty but the associated organisations. In our analysis, we found four prominent interconnected stereotypes utilised in both digital and print media to discredit the animal welfare objectives of Animals Australia. Together these cast the organisation as: 1) anti-meat-eating; 2) anti-farming; 3) promoting a vegan agenda; and 4) hostile extremists. These stereotypes are examined below.Anti-Meat-EatingThe most common stereotype attributed to Animals Australia from its campaigning is of being anti-meat-eating. This charge, with its associations with veganism, is clearly problematic for industries that facilitate meat-eating and within a culture that normalises meat-eating, as the following example expresses:They’re [Animals Australia] all about stopping things. They want to stop factory farming – whatever factory farming is – or they want to stop live exports. And in fact they’re not necessarily about: how do I improve animal welfare in the pig industry? Or how do I improve animal welfare in the live export industry? Because ultimately they are about a meat-free future world and we’re about a meat producing industry, so there’s not a lot of overlap, really between what we’re doing. (Andrew Spencer, Australian Pork Ltd., qtd. in Clark)Respondents engaging this stereotype also express their “outrage at Coles” (McCarthy) and Animals Australia for “pedalling [sic]” a pro-vegan agenda (Nash), their sense that Animals Australia is operating with ulterior motives (Flint) and criminal intent (Brown). They see cultural refocus as unnecessary and “an exercise in futility” (Harris).Anti-FarmingTo be anti-farming in Australia is generally considered to be un-Australian, with Glasgow suggesting that any criticism of “farming practices” in Australian society can be “interpreted as an attack on the moral integrity of farmers, amounting to cultural blasphemy” (200). Given its objectives, it is unsurprising that Animals Australia has been stereotyped as being “anti-farming”, a phrase additionally often used in conjunction with the charge of veganism. Although this comprises a misreading of veganism—given its focus on challenging animal exploitation in farming rather than entailing opposition to all farming—the NFF accused Animals Australia of being “blatantly anti-farming and proveganism” (Linegar qtd. in Nason) and as wanting “to see animal agriculture phased out” (National Farmers’ Federation). As expressed in more detail:One of the main factors for VFF and other farmers being offended is because of AA’s opinion and stand on ALL farming. AA wants all farming banned and us all become vegans. Is it any wonder a lot of people were upset? Add to that the proceeds going to AA which may have been used for their next criminal activity washed against the grain. If people want to stand against factory farming they have the opportunity not to purchase them. Surely not buying a product will have a far greater impact on factory farmed produce. Maybe the money could have been given to farmers? (Hunter)Such stereotyping reveals how strongly normalised animal agriculture is in Australia, as well as a tendency on the part of respondents to reframe the challenge of animal cruelty in some farming practices into a position supposedly challenging all farming practices.Promoting a Vegan AgendaAs is already clear, Animals Australia is often reproached for promoting a vegan agenda, which, it is further suggested, it keeps hidden from the Australian public. This viewpoint was evident in two key examples: a) the Australian public and organisations such as the NFF are presented as being “defenceless” against the “myopic vitriol of the vegan abolitionists” (Jonas); and b) Animals Australia is accused of accepting “loans from liberation groups” and being “supported by an army of animal rights lawyers” to promote a “hard core” veganism message (Bourke).Nobody likes to see any animals hurt, but pushing a vegan agenda and pushing bad attitudes by group members is not helping any animals and just serves to slow any progress both sides are trying to resolve. (V.c. Deb Ford)Along with undermining farmers’ “legitimate business” (Jooste), veganism was also considered to undermine Australia’s rural communities (Park qtd. in Malone).Hostile ExtremistsThe final stereotype linking veganism with Animals Australia was of hostile extremism (cf. Cole and Morgan). This means, for users, being inimical to Australian national values but, also, being akin to terrorists who engage in criminal activities antagonistic to Australia’s democratic society and economic livelihood (see, e.g., Greer; ABC News). It is the broad symbolic threat that “extremism” invokes that makes this stereotype particularly “infectious” (Rosello 19).The latest tag team attacks on our pork industry saw AL giving crash courses in how to become a career criminal for the severely impressionable, after attacks on the RSPCA against the teachings of Peter Singer and trying to bully the RSPCA into vegan functions menu. (Cattle Advocate)The “extremists” want that extended to dairy products, as well. The fact that this will cause the total annihilation of practically all animals, wild and domestic, doesn’t bother them in the least. (Brown)What is interesting about these last two dimensions of stereotyping is their displacement of violence. That is, rather than responding to the charge of animal cruelty, violence and extremism is attributed to those making the charge.Stereotypes and Symbolic Boundary ShiftingWhat is evident throughout these instances is how stereotyping as a “cognitive mechanism” is being used to build boundaries (Cherry 460): in the first instance, between “us” (the meat-eating majority) and “them” (the vegan minority aka animal activists); and secondly between human interest and livestock. This point is that animals may hold instrumental value and receive some protection through such, but any more stringent arguments for their protection at the expense of perceived human interests tend to be seen as wrong-headed (Sorenson; Munro).These boundaries are deeply entrenched in Western culture (Wimmer). They are also deeply problematic in the context of animal activism because they fragment publics, promote restrictive identities, and close down public debate (Lamont and Molnár). Boundary entrenching is clearly evident in the stereotyping work carried out by industry stakeholders where meat-eating and practices of industrialised animal agriculture are valorised and normalised. Challenging Australia’s meat production practices—irrespective of the reason given—is framed and belittled as entailing a vegan agenda, and further as contributing to the demise of farming and rural communities in Australia.More broadly, industry stakeholders are explicitly targeting the activist work by such organisations as Animals Australia as undermining the ‘Australian way of life’. In their reading, there is an irreconcilable boundary between human and animal interests and between an activist minority which is vegan, unreasonable, extremist and hostile to farming and the meat-eating majority which is representative of the Australian community and sustains the Australian economy. As discussed so far, such stereotyping and boundary making—even in their inaccuracies—can be pernicious in the way they entrench identities and divisions, and close the possibility for public debate.Rather than directly contesting the presuppositions and inaccuracies of such stereotyping, however, Animals Australia can be read as cultivating a process of symbolic boundary shifting. That is, rather than responding by simply underlining its own moderate position of challenging only intensive animal agriculture for systemic animal cruelty, Animals Australia uses its campaigns to develop “boundary blurring and crossing” tactics (Cherry 451, 459), specifically to dismantle and shift the symbolic boundaries conventionally in place between humans and non-human animals in the first instance, and between those non-human animals used for companionship and those used for food in the second (see fig. 2). Figure 2: That Ain’t No Way to Treat a Lady (Animals Australia, campaign image on back of taxi)Indeed, the symbolic boundaries between humans and animals left unquestioned in the preceding stereotyping are being profoundly shaken by Animals Australia with campaigns such as Make It Possible making morally relevant likenesses between humans and animals highly visible to mainstream Australians. Namely, the organisation works to interpellate viewers to exercise their own capacities for emotional identification and moral imagination, to identify with animals’ experiences and lives, and to act upon that identification to demand change.So, rather than reactively striving to refute the aforementioned stereotypes, organisations such as Animals Australia are modelling and facilitating symbolic boundary shifting by building broad, emotionally motivated, pathways through which Australians are being encouraged to refocus their own assumptions, practices and identities regarding animal experience, welfare and animal-human relations. Indeed the organisation has explicitly framed itself as speaking on behalf of not only animals but all caring Australians, suggesting thereby the possibility of a reframing of Australian national identity. Although such a tactic does not directly contest this negative stereotyping—direct contestation being, as noted, ineffective given the perniciousness of stereotyping—such work nonetheless dismantles the oppositional charge of such stereotyping in calling for all Australians to proudly be a little bit anti-meat-eating (when that meat is from factory farmed animals), a little bit anti-factory farming, a little bit pro-veg*n, and a little bit proud to consider themselves as caring about animal welfare.For Animals Australia, in other words, appealing to Australians to care about animal welfare and to act in support of that care, not only defuses the stereotypes targeting them but encourages the work of symbolic boundary shifting that is really at the heart of this dispute. 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Chavdarov, Anatoliy V. "Special Issue No. – 10, June, 2020 Journal > Special Issue > Special Issue No. – 10, June, 2020 > Page 5 “Quantative Methods in Modern Science” organized by Academic Paper Ltd, Russia MORPHOLOGICAL AND ANATOMICAL FEATURES OF THE GENUS GAGEA SALISB., GROWING IN THE EAST KAZAKHSTAN REGION Authors: Zhamal T. Igissinova,Almash A. Kitapbayeva,Anargul S. Sharipkhanova,Alexander L. Vorobyev,Svetlana F. Kolosova,Zhanat K. Idrisheva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00041 Abstract: Due to ecological preferences among species of the genus GageaSalisb, many plants are qualified as rare and/or endangered. Therefore, the problem of rational use of natural resources, in particular protection of early spring plant species is very important. However, literary sources analysis only reveals data on the biology of species of this genus. The present research,conducted in the spring of 2017-2019, focuses on anatomical and morphological features of two Altai species: Gagealutea and Gagea minima; these features were studied, clarified and confirmed by drawings and photographs. The anatomical structure of the stem and leaf blade was studied in detail. The obtained research results will prove useful for studies of medicinal raw materials and honey plants. The aforementioned species are similar in morphological features, yet G. minima issmaller in size, and its shoots appear earlier than those of other species Keywords: Flora,gageas,Altai species,vegetative organs., Refference: I. Atlas of areas and resources of medicinal plants of Kazakhstan.Almaty, 2008. II. Baitenov M.S. Flora of Kazakhstan.Almaty: Ġylym, 2001. III. DanilevichV. G. ThegenusGageaSalisb. of WesternTienShan. PhD Thesis, St. Petersburg,1996. IV. EgeubaevaR.A., GemedzhievaN.G. The current state of stocks of medicinal plants in some mountain ecosystems of Kazakhstan.Proceedings of the international scientific conference ‘”Results and prospects for the development of botanical science in Kazakhstan’, 2002. V. Kotukhov Yu.A. New species of the genus Gagea (Liliaceae) from Southern Altai. Bot. Journal.1989;74(11). VI. KotukhovYu.A. ListofvascularplantsofKazakhstanAltai. Botan. Researches ofSiberiaandKazakhstan.2005;11. VII. KotukhovYu. The current state of populations of rare and endangered plants in Eastern Kazakhstan. Almaty: AST, 2009. VIII. Kotukhov Yu.A., DanilovaA.N., AnufrievaO.A. Synopsisoftheonions (AlliumL.) oftheKazakhstanAltai, Sauro-ManrakandtheZaisandepression. BotanicalstudiesofSiberiaandKazakhstan. 2011;17: 3-33. IX. Kotukhov, Yu.A., Baytulin, I.O. Rareandendangered, endemicandrelictelementsofthefloraofKazakhstanAltai. MaterialsoftheIntern. scientific-practical. conf. ‘Sustainablemanagementofprotectedareas’.Almaty: Ridder, 2010. X. Krasnoborov I.M. et al. The determinant of plants of the Republic of Altai. Novosibirsk: SB RAS, 2012. XI. Levichev I.G. On the species status of Gagea Rubicunda. Botanical Journal.1997;6:71-76. XII. Levichev I.G. A new species of the genus Gagea (Liliaceae). Botanical Journal. 2000;7: 186-189. XIII. Levichev I.G., Jangb Chang-gee, Seung Hwan Ohc, Lazkovd G.A.A new species of genus GageaSalisb.(Liliaceae) from Kyrgyz Republic (Western Tian Shan, Chatkal Range, Sary-Chelek Nature Reserve). Journal of Asia-Pacific Biodiversity.2019; 12: 341-343. XIV. Peterson A., Levichev I.G., Peterson J. Systematics of Gagea and Lloydia (Liliaceae) and infrageneric classification of Gagea based on molecular and morphological data. Molecular Phylogenetics and Evolution.2008; 46. XV. Peruzzi L., Peterson A., Tison J.-M., Peterson J. Phylogenetic relationships of GageaSalisb.(Liliaceae) in Italy, inferred from molecular and morphological data matrices. Plant Systematics and Evolution; 2008: 276. XVI. Rib R.D. Honey plants of Kazakhstan. Advertising Digest, 2013. XVII. Scherbakova L.I., Shirshikova N.A. Flora of medicinal plants in the vicinity of Ust-Kamenogorsk. Collection of materials of the scientific-practical conference ‘Unity of Education, Science and Innovation’. Ust-Kamenogorsk: EKSU, 2011. XVIII. syganovA.P. PrimrosesofEastKazakhstan. Ust-Kamenogorsk: EKSU, 2001. XIX. Tsyganov A.P. Flora and vegetation of the South Altai Tarbagatay. Berlin: LAP LAMBERT,2014. XX. Utyasheva, T.R., Berezovikov, N.N., Zinchenko, Yu.K. ProceedingsoftheMarkakolskStateNatureReserve. Ust-Kamenogorsk, 2009. XXI. Xinqi C, Turland NJ. Gagea. Flora of China.2000;24: 117-121. XXII. Zarrei M., Zarre S., Wilkin P., Rix E.M. Systematic revision of the genus GageaSalisb. (Liliaceae) in Iran.BotJourn Linn Soc.2007;154. XXIII. Zarrei M., Wilkin P., Ingroille M.J., Chase M.W. A revised infrageneric classification for GageaSalisb. (Tulipeae; Liliaceae): insights from DNA sequence and morphological data.Phytotaxa.2011:5. View | Download INFLUENCE OF SUCCESSION CROPPING ON ECONOMIC EFFICIENCY OF NO-TILL CROP ROTATIONS Authors: Victor K. Dridiger,Roman S. Stukalov,Rasul G. Gadzhiumarov,Anastasiya A. Voropaeva,Viktoriay A. Kolomytseva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00042 Abstract: This study was aimed at examining the influence of succession cropping on the economic efficiency of no-till field crop rotations on the black earth in the zone of unstable moistening of the Stavropol krai. A long-term stationary experiment was conducted to examine for the purpose nine field crop rotation patterns different in the number of fields (four to six), set of crops, and their succession in crop rotation. The respective shares of legumes, oilseeds, and cereals in the cropping pattern were 17 to 33, 17 to 40, and 50 to 67 %. It has been established that in case of no-till field crop cultivation the economic efficiency of plant production depends on the set of crops and their succession in rotation. The most economically efficient type of crop rotation is the soya-winter wheat-peas-winter wheat-sunflower-corn six-field rotation with two fields of legumes: in this rotation 1 ha of crop rotation area yields 3 850 grain units per ha at a grain unit prime cost of 5.46 roubles; the plant production output return and profitability were 20,888 roubles per ha and 113 %, respectively. The high production profitabilities provided by the soya-winter wheat-sunflower four-field and the soya-winter-wheat-sunflower-corn-winter wheat five-field crop rotation are 108.7 and 106.2 %, respectively. The inclusion of winter wheat in crop rotation for two years in a row reduces the second winter wheat crop yield by 80 to 100 %, which means a certain reduction in the grain unit harvesting rate to 3.48-3.57 thousands per ha of rotation area and cuts the production profitability down to 84.4-92.3 %. This is why, no-till cropping should not include winter wheat for a second time Keywords: No-till technology,crop rotation,predecessor,yield,return,profitability, Refference: I Badakhova G. Kh. and Knutas A. V., Stavropol Krai: Modern Climate Conditions [Stavropol’skiykray: sovremennyyeklimaticheskiyeusloviya]. Stavropol: SUE Krai Communication Networks, 2007. II Cherkasov G. N. and Akimenko A. S. Scientific Basis of Modernization of Crop Rotations and Formation of Their Systems according to the Specializations of Farms in the Central Chernozem Region [Osnovy moderniz atsiisevooborotoviformirovaniyaikh sistem v sootvetstvii so spetsi-alizatsiyeykhozyaystvTsentral’nogoChernozem’ya]. Zemledelie. 2017; 4: 3-5. III Decree 330 of July 6, 2017 the Ministry of Agriculture of Russia “On Approving Coefficients of Converting to Agricultural Crops to Grain Units [Ob utverzhdeniikoeffitsiyentovperevoda v zernovyyee dinitsysel’s kokhozyaystvennykhkul’tur]. IV Dridiger V. K., About Methods of Research of No-Till Technology [O metodikeissledovaniytekhnologii No-till]//Achievements of Science and Technology of AIC (Dostizheniyanaukiitekhniki APK). 2016; 30 (4): 30-32. V Dridiger V. K. and Gadzhiumarov R. G. Growth, Development, and Productivity of Soya Beans Cultivated On No-Till Technology in the Zone of Unstable Moistening of Stavropol Region [Rost, razvitiyeiproduktivnost’ soiprivozdelyvaniipotekhnologii No-till v zone ne-ustoychivog ouvlazhneniyaStavropol’skogokraya]//Oil Crops RTBVNIIMK (Maslichnyyekul’turyNTBVNIIMK). 2018; 3 (175): 52–57. VI Dridiger V. K., Godunova E. I., Eroshenko F. V., Stukalov R. S., Gadzhiumarov, R. G., Effekt of No-till Technology on erosion resistance, the population of earthworms and humus content in soil (Vliyaniyetekhnologii No-till naprotivoerozionnuyuustoychivost’, populyatsiyudozhdevykhcherveyisoderzhaniyegumusa v pochve)//Research Journal of Pharmaceutical, Biological and Chemical Sciences. 2018; 9 (2): 766-770. VII Karabutov A. P., Solovichenko V. D., Nikitin V. V. et al., Reproduction of Soil Fertility, Productivity and Energy Efficiency of Crop Rotations [Vosproizvodstvoplodorodiyapochv, produktivnost’ ienergeticheskayaeffektivnost’ sevooborotov]. Zemledelie. 2019; 2: 3-7. VIII Kulintsev V. V., Dridiger V. K., Godunova E. I., Kovtun V. I., Zhukova M. P., Effekt of No-till Technology on The Available Moisture Content and Soil Density in The Crop Rotation [Vliyaniyetekhnologii No-till nasoderzhaniyedostupnoyvlagiiplotnost’ pochvy v sevoob-orote]// Research Journal of Pharmaceutical, Biological and Chemical Sciences. 2017; 8 (6): 795-99. IX Kulintsev V. V., Godunova E. I., Zhelnakova L. I. et al., Next-Gen Agriculture System for Stavropol Krai: Monograph [SistemazemledeliyanovogopokoleniyaStavropol’skogokraya: Monogtafiya]. Stavropol: AGRUS Publishers, Stavropol State Agrarian University, 2013. X Lessiter Frank, 29 reasons why many growers are harvesting higher no-till yields in their fields than some university scientists find in research plots//No-till Farmer. 2015; 44 (2): 8. XI Rodionova O. A. Reproduction and Exchange-Distributive Relations in Farming Entities [Vosproizvodstvoiobmenno-raspredelitel’nyyeotnosheniya v sel’skokhozyaystvennykhorganizatsiyakh]//Economy, Labour, and Control in Agriculture (Ekonomika, trud, upravleniye v sel’skomkhozyaystve). 2010; 1 (2): 24-27. XII Sandu I. S., Svobodin V. A., Nechaev V. I., Kosolapova M. V., and Fedorenko V. F., Agricultural Production Efficiency: Recommended Practices [Effektivnost’ sel’skokhozyaystvennogoproizvodstva (metodicheskiyerekomendatsii)]. Moscow: Rosinforagrotech, 2013. XIII Sotchenko V. S. Modern Corn Cultivation Technologies [Sovremennayatekhnologiyavozdelyvaniya]. Moscow: Rosagrokhim, 2009. View | Download DEVELOPMENT AND TESTING OF AUTONOMOUS PORTABLE SEISMOMETER DESIGNED FOR USE AT ULTRALOW TEMPERATURES IN ARCTIC ENVIRONMENT Authors: Mikhail A. Abaturov,Yuriy V. Sirotinskiy, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00043 Abstract: This paper is concerned with solving one of the issues of the general problem of designing geophysical equipment for the natural climatic environment of the Arctic. The relevance of the topic has to do with an increased global interest in this region. The paper is aimed at considering the basic principles of developing and the procedure of testing seismic instruments for use at ultralow climatic temperatures. In this paper the indicated issue is considered through the example of a seismic module designed for petroleum and gas exploration by passive seismoacoustic methods. The seismic module is a direct-burial portable unit of around 5 kg in weight, designed to continuously measure and record microseismic triaxial orthogonal (ZNE) noise in a range from 0.1 to 45 Hz during several days in autonomous mode. The functional chart of designing the seismic module was considered, and concrete conclusions were made for choosing the necessary components to meet the ultralow-temperature operational requirements. The conclusions made served for developing appropriate seismic module. In this case, the components and tools used included a SAFT MP 176065 xc low-temperature lithium cell, industrial-spec electronic component parts, a Zhaofeng Geophysical ZF-4.5 Chinese primary electrodynamic seismic sensor, housing seal parts made of frost-resistant silicone materials, and finely dispersed silica gel used as water-retaining sorbent to avoid condensation in the housing. The paper also describes a procedure of low-temperature collation tests at the lab using a New Brunswick Scientific freezing plant. The test results proved the operability of the developed equipment at ultralow temperatures down to -55°C. In addition, tests were conducted at low microseismic noises in the actual Arctic environment. The possibility to detect signals in a range from 1 to 10 Hz at the level close to the NLNM limit (the Peterson model) has been confirmed, which allows monitoring and exploring petroleum and gas deposits by passive methods. As revealed by this study, the suggested approaches are efficient in developing high-precision mobile seismic instruments for use at ultralow climatic temperatures. The solution of the considered instrumentation and methodical issues is of great practical significance as a constituent of the generic problem of Arctic exploration. Keywords: Seismic instrumentation,microseismic monitoring,Peterson model,geological exploration,temperature ratings,cooling test, Refference: I. AD797: Ultralow Distortion, Ultralow Noise Op Amp, Analog Devices, Inc., Data Sheet (Rev. K). Analog Devices, Inc. URL: https://www.analog.com/media/en/technical-documentation/data-sheets/AD797.pdf(Date of access September 2, 2019). II. Agafonov, V. M., Egorov, I. V., and Shabalina, A. S. Operating Principles and Technical Characteristics of a Small-Sized Molecular–Electronic Seismic Sensor with Negative Feedback [Printsipyraboty I tekhnicheskiyekharakteristikimalogabaritnogomolekulyarno-elektronnogoseysmodatchika s otritsatel’noyobratnoysvyaz’yu]. SeysmicheskiyePribory (Seismic Instruments). 2014; 50 (1): 1–8. DOI: 10.3103/S0747923914010022. III. Antonovskaya, G., Konechnaya, Ya.,Kremenetskaya, E., Asming, V., Kvaema, T., Schweitzer, J., Ringdal, F. Enhanced Earthquake Monitoring in the European Arctic. Polar Science. 2015; 1 (9): 158-167. IV. Anthony, R. E., Aster, R. C., Wiens, D., Nyblade, Andr., Anandakrishnan, Sr., Huerta, Audr., Winberry, J. P., Wilson, T., and Rowe, Ch. The Seismic Noise Environment of Antarctica. Seismological Research Letters. 2015; 86(1): 89-100. DOI: 10.1785/0220150005 V. Brincker, R., Lago, T. L., Andersen, P., and Ventura, C. Improving the Classical Geophone Sensor Element by Digital Correction. In Conference Proceedings: IMAC-XXIII: A Conference & Exposition on Structural Dynamics Society for Experimental Mechanics, 2005. URL: https://www.researchgate.net/publication/242452637_Improving_the_Classical_Geophone_Sensor_Element_by_Digital_Correction(Date of access September 2, 2019). VI. Bylaw 164 of the State Committee for Construction of the Russian Federation “On adopting amendments to SNiP 31-01-99 “Construction climatology”. URL: https://base.garant.ru/2322381/(Date of access September 2, 2019). VII. Chao Xu, Junbo Wang, Deyong Chen, Jian Chen, Bowen Liu, Wenjie Qi, XichenZheng, Hua Wei, Guoqing Zhang. The Electrochemical Seismometer Based on a Novel Designed.Sensing Electrode for Undersea Exploration. 20th International Conference on Solid-State Sensors, Actuators and Microsystems &Eurosensors XXXIII (TRANSDUCERS &EUROSENSORS XXXIII). IEEE, 2019. DOI: 10.1109/TRANSDUCERS.2019.8808450. VIII. Chebotareva, I. Ya. New algorithms of emission tomography for passive seismic monitoring of a producing hydrocarbon deposit: Part I. Algorithms of processing and numerical simulation [Novyye algoritmyemissionnoyto mografiidlyapassivnogoseysmicheskogomonitoringarazrabatyvayemykhmestorozhdeniyuglevodorodov. Chast’ I: Algoritmyobrabotki I chislennoyemodelirovaniye]. FizikaZemli. 2010; 46(3):187-98. DOI: 10.1134/S106935131003002X IX. Danilov, A. V. and Konechnaya, Ya. V. Analytical comparison of seismic instruments for stationary surveys in the Arctic [Sravnitel’nyyanalizseysmicheskoyapparaturydlyastatsionarnykhnablyudeniy v Arktike]. DSYS. URL: https://dsys.ru/upload/id254_docPDF_FranzJosefLand.pdf(Date of access September 2, 2019). X. Dew point temperature calculator. Maple Tech. International LLC. URL: https://www.calculator.net/dew-point-calculator.html?airtemperature=20&airtemperatureunit=celsius&humidity=0.34&dewpoint=&dewpointunit=celsius&x=51&y=14(Date of access September 2, 2019). XI. Frolov, A. S. Matching of wave fields recorded by different geophysical receivers [Soglasovaniyevolnovykhpoley, poluchennykh s primeneniyemrazlichnoyregistriruyushcheyapparatury]. Abstracts IX International scientific and technical conference competition of young specialists “Geophysics-2013”. Saint-Petersburg: Gubkin University, 2013. URL: https://www.gubkin.ru/faculty/geology_and_geophysics/chairs_and_departments/exploration_geophysics_and_computers_systems/files/2013_SPb_Frolov.pdf. (Date of access September 2, 2019). XII. Gibbons, S. J., Asming, V., Fedorov, A., Fyen, J., Kero, J., Kozlovskaya, E., Kværna, T., Liszka, L., Näsholm, S.P., Raita, T., Roth, M., Tiira, T., Vinogradov, Yu. The European Arctic: A laboratory for seismoacoustic studies. Seism. Res. Letters. 2015; 86 (3): 917–928. XIII. GOST 8.395-80. State system for ensuring the uniformity of measurements. Reference conditions of measurements while calibrating. General requirements [Gosudarstvennayasistemaobespecheniyaedinstvaizmereniy. Normal’nyyeusloviyaizmereniypripoverke. Obshchiyetrebovaniya]. Moscow: Standartinform, 2008. URL: http://gostrf.com/normadata/1/4294821/4294821960.pdf (Date of access September 2, 2019). XIV. Guralp 6TD. Operators’ Guide. Document Number: MAN-T60-0002, Issue J: April, 2017. Guralp Systems Limited. 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F., Chirkin, I. A., Rizanov, E. G., LeRoy, S. D., Koligaev, S. O. Long-term monitoring of microseismic emissions: Earth tides, fracture distribution, and fluid content. SEG, APPG Interpretation. 2016: 4 (2): T191–T204. XIX. Laverov, N. P., Bogoyavlenskiy, V. I., Bogoyavlenskiy, I. V. Fundamental Aspects of Rational Management of the Petroleum and Gas Resources of the Arctic and the Russian Continental Shelf: Strategy, Prospects, and Problems [Fundamental’nyyeaspektyratsional’nogoosvoyeniyaresursovneftiigazaArktiki I shel’faRossii: strategiya, perspektivyi problem].Arktika: ekologiya I ekonomika [Arctic: Ecology and Economy]. 2016; 2 (22): 4-13. XX. Lee, P. Low Noise Amplifier Selection Guide for Optimal Noise Performance, Analog Devices, Inc., AN-940 Application Note. Analog Devices, Inc. URL: https://www.analog.com/media/en/technical-documentation/application-notes/AN-940.pdf(Date of access September 2, 2019). XXI. Markatis, N., Polychronopoulou, K., Tselentis, Ak. Passive seismic tomography: A passive concept actively evolving. First Break. 2012; 30 (7): 83-90. XXII. Matveev, I. V. and Matveeva, N. V. Portable seismic recorder “SEISAR-5” with very low energy consumption for autonomous work in harsh climatic conditions [Portativnyyseysmicheskiyregistrator «Seysar-5» s ochen’ nizkimenergopotrebleniyemdlyaavtonomnoyraboty v slozhnykhklimatic heskikhusloviyakh]. Nauka I tekhnologicheskierazrabotki (Science and Technological Developments). 2017; 96 (3): 33-40. [Special Issue “Applied Geophysics: New Developments and Results. Part 1. Seismology and Seismic Exploration]. DOI: 10.21455/std2017.3-3. XXIII. Mishra, R. The Temperature Ratings of Electronic Parts.Electronics Cooling magazine. URL: http://www.electronics-cooling.com/2004/02/the-temperature-ratings-of-electronic-parts(Date of access September 2, 2019). XXIV. Moore, Sue E.; Stabeno, Phyllis J.; Van Pelt, Thomas I. The Synthesis of Arctic Research (SOAR) project. 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View | Download COMPARATIVE ANALYSIS OF RESULTS OF TREATMENT OF PATIENTS WITH FOOT PATHOLOGY WHO UNDERWENT WEIL OPEN OSTEOTOMY BY CLASSICAL METHOD AND WITHOUT STEOSYNTHESIS Authors: Yuriy V. Lartsev,Dmitrii A. Rasputin,Sergey D. Zuev-Ratnikov,Pavel V.Ryzhov,Dmitry S. Kudashev,Anton A. Bogdanov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00044 Abstract: The article considers the problem of surgical correction of the second metatarsal bone length. The article analyzes the results of treatment of patients with excess length of the second metatarsal bones that underwent osteotomy with and without osteosynthesis. The results of treatment of patients who underwent metatarsal shortening due to classical Weil-osteotomy with and without osteosynthesis were analyzed. The first group consisted of 34 patients. They underwent classical Weil osteotomy. The second group included 44 patients in whomosteotomy of the second metatarsal bone were not by the screw. When studying the results of the treatment in the immediate postoperative period, weeks 6, 12, slightly better results were observed in patients of the first group, while one year after surgical treatment the results in both groups were comparable. One year after surgical treatment, there were 2.9% (1 patient) of unsatisfactory results in the first group and 4.5% (2 patients) in the second group. Considering the comparability of the results of treatment in remote postoperative period, the choice of concrete method remains with the operating surgeon. Keywords: Flat feet,hallux valgus,corrective osteotomy,metatarsal bones, Refference: I. A novel modification of the Stainsby procedure: surgical technique and clinical outcome [Text] / E. Concannon, R. MacNiocaill, R. Flavin [et al.] // Foot Ankle Surg. – 2014. – Dec., Vol. 20(4). – P. 262–267. II. Accurate determination of relative metatarsal protrusion with a small intermetatarsal angle: a novel simplified method [Text] / L. Osher, M.M. Blazer, S. Buck [et al.] // J. Foot Ankle Surg. – 2014. – Sep.-Oct., Vol. 53(5). – P. 548–556. III. Argerakis, N.G. The radiographic effects of the scarf bunionectomy on rearfoot alignment [Text] / N.G. Argerakis, L.Jr. Weil, L.S. Sr. Weil // Foot Ankle Spec. – 2015. – Apr., Vol. 8(2). – P. 89–94. IV. Bauer, T. Percutaneous forefoot surgery [Text] / T. Bauer // Orthop. Traumatol. Surg. Res. – 2014. – Feb., Vol. 100(1 Suppl.). – P. S191–S204. V. Biomechanical Evaluation of Custom Foot Orthoses for Hallux Valgus Deformity [Text] // J. Foot Ankle Surg. – 2015. – Sep.-Oct., Vol.54(5). – P. 852–855. VI. Chopra, S. Characterization of gait in female patients with moderate to severe hallux valgus deformity [Text] / S. Chopra, K. Moerenhout, X. Crevoisier // Clin. Biomech. (Bristol, Avon). – 2015. – Jul., Vol. 30(6). – P. 629–635. VII. Computer assisted planning and custom-made surgical guide for malunited pronation deformity after first metatarsophalangeal joint arthrodesis in rheumatoid arthritis: a case report [Text] / M. Hirao, S. Ikemoto, H. Tsuboi [et al.] // Comput. Aided Surg. – 2014. – Vol. 19(1-3). – P. 13–19. VIII. Correlation between static radiographic measurements and intersegmental angular measurements during gait using a multisegment foot model [Text] / D.Y. Lee, S.G. Seo, E.J. Kim [et al.] // Foot Ankle Int. – 2015. – Jan., Vol.36(1). – P. 1–10. IX. Correlative study between length of first metatarsal and transfer metatarsalgia after osteotomy of first metatarsal [Text]: [Article in Chinese] / F.Q. Zhang, B.Y. Pei, S.T. Wei [et al.] // Zhonghua Yi XueZaZhi. – 2013. – Nov. 19, Vol. 93(43). – P. 3441–3444. X. Dave, M.H. Forefoot Deformity in Rheumatoid Arthritis: A Comparison of Shod and Unshod Populations [Text] / M.H. Dave, L.W. Mason, K. Hariharan // Foot Ankle Spec. – 2015. – Oct., Vol. 8(5). – P. 378–383. XI. Does arthrodesis of the first metatarsophalangeal joint correct the intermetatarsal M1M2 angle? Analysis of a continuous series of 208 arthrodeses fixed with plates [Text] / F. Dalat, F. Cottalorda, M.H. Fessy [et al.] // Orthop. Traumatol. Surg. Res. – 2015. – Oct., Vol. 101(6). – P. 709–714. XII. Dynamic plantar pressure distribution after percutaneous hallux valgus correction using the Reverdin-Isham osteotomy [Text]: [Article in Spanish] / G. Rodríguez-Reyes, E. López-Gavito, A.I. Pérez-Sanpablo [et al.] // Rev. Invest. Clin. – 2014. – Jul., Vol. 66, Suppl. 1. – P. S79-S84. XIII. Efficacy of Bilateral Simultaneous Hallux Valgus Correction Compared to Unilateral [Text] / A.V. Boychenko, L.N. Solomin, S.G. Parfeyev [et al.] // Foot Ankle Int. – 2015. – Nov., Vol. 36(11). – P. 1339–1343. XIV. Endolog technique for correction of hallux valgus: a prospective study of 30 patients with 4-year follow-up [Text] / C. Biz, M. Corradin, I. Petretta [et al.] // J. OrthopSurg Res. – 2015. – Jul. 2, № 10. – P. 102. XV. First metatarsal proximal opening wedge osteotomy for correction of hallux valgus deformity: comparison of straight versus oblique osteotomy [Text] / S.H. Han, E.H. Park, J. Jo [et al.] // Yonsei Med. J. – 2015. – May, Vol. 56(3). – P. 744–752. XVI. Long-term outcome of joint-preserving surgery by combination metatarsal osteotomies for shortening for forefoot deformity in patients with rheumatoid arthritis [Text] / H. Niki, T. Hirano, Y. Akiyama [et al.] // Mod. Rheumatol. – 2015. – Sep., Vol. 25(5). – P. 683–638. XVII. Maceira, E. Transfer metatarsalgia post hallux valgus surgery [Text] / E. Maceira, M. Monteagudo // Foot Ankle Clin. – 2014. – Jun., Vol. 19(2). – P.285–307. XVIII. Nielson, D.L. Absorbable fixation in forefoot surgery: a viable alternative to metallic hardware [Text] / D.L. Nielson, N.J. Young, C.M. Zelen // Clin. Podiatr. Med. Surg. – 2013. – Jul., Vol. 30(3). – P. 283–293 XIX. Patient’s satisfaction after outpatient forefoot surgery: Study of 619 cases [Text] / A. Mouton, V. Le Strat, D. Medevielle [et al.] // Orthop. Traumatol. Surg. Res. – 2015. – Oct., Vol. 101(6 Suppl.). – P. S217–S220. XX. Preference of surgical procedure for the forefoot deformity in the rheumatoid arthritis patients–A prospective, randomized, internal controlled study [Text] / M. Tada, T. Koike, T. Okano [et al.] // Mod. Rheumatol. – 2015. – May., Vol. 25(3). – P.362–366. XXI. Redfern, D. Percutaneous Surgery of the Forefoot [Text] / D. Redfern, J. Vernois, B.P. Legré // Clin. Podiatr. Med. Surg. – 2015. – Jul., Vol. 32(3). – P. 291–332. XXII. Singh, D. Bullous pemphigoid after bilateral forefoot surgery [Text] / D. Singh, A. Swann // Foot Ankle Spec. – 2015. – Feb., Vol. 8(1). – P. 68–72. XXIII. Treatment of moderate hallux valgus by percutaneous, extra-articular reverse-L Chevron (PERC) osteotomy [Text] / J. Lucas y Hernandez, P. Golanó, S. Roshan-Zamir [et al.] // Bone Joint J. – 2016. – Mar., Vol. 98-B(3). – P. 365–373. XXIV. Weil, L.Jr. Scarf osteotomy for correction of hallux abducto valgus deformity [Text] / L.Jr. Weil, M. Bowen // Clin. Podiatr. Med. Surg. – 2014. – Apr., Vol.31(2). – P. 233–246. View | Download QUANTITATIVE ULTRASONOGRAPHY OF THE STOMACH AND SMALL INTESTINE IN HEALTHYDOGS Authors: Roman A. Tcygansky,Irina I. Nekrasova,Angelina N. Shulunova,Alexander I.Sidelnikov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00045 Abstract: Purpose.To determine the quantitative echogenicity indicators (and their ratio) of the layers of stomach and small intestine wall in healthy dogs. Methods. A prospective 3-year study of 86 healthy dogs (aged 1-7 yrs) of different breeds and of both sexes. Echo homogeneity and echogenicity of the stomach and intestines wall were determined by the method of Silina, T.L., et al. (2010) in absolute values of average brightness levels of ultrasound image pixels using the 8-bit scale with 256 shades of gray. Results. Quantitative echogenicity indicators of the stomach and the small intestine wall in dogs were determined. Based on the numerical values characterizing echogenicity distribution in each layer of a separate structure of the digestive system, the coefficient of gastric echogenicity is determined as 1:2.4:1.1 (mucosa/submucosa/muscle layers, respectively), the coefficient of duodenum and jejunum echogenicity is determined as 1:3.5:2 and that of ileum is 1:1.8:1. Clinical significance. The echogenicity coefficient of the wall of the digestive system allows an objective assessment of the stomach and intestines wall and can serve as the basis for a quantitative assessment of echogenicity changes for various pathologies of the digestive system Keywords: Ultrasound (US),echogenicity,echogenicity coefficient,digestive system,dogs,stomach,intestines, Refference: I. Agut, A. Ultrasound examination of the small intestine in small animals // Veterinary focus. 2009.Vol. 19. No. 1. P. 20-29. II. Bull. 4.RF patent 2398513, IPC51A61B8 / 00 A61B8 / 14 (2006.01) A method for determining the homoechogeneity and the degree of echogenicity of an ultrasound image / T. Silina, S. S. Golubkov. – No. 2008149311/14; declared 12/16/2008; publ. 09/10/2010 III. Choi, M., Seo, M., Jung, J., Lee, K., Yoon, J., Chang, D., Park, RD. Evaluation of canine gastric motility with ultrasonography // J. of Veterinary Medical Science. – 2002. Vol. 64. – № 1. – P. 17-21. IV. Delaney, F., O’Brien, R.T., Waller, K.Ultrasound evaluation of small bowel thickness compared to weight in normal dogs // Veterinary Radiology and Ultrasound. 2003 Vol. 44, № 5. Р 577-580. V. Diana, A., Specchi, S., Toaldo, M.B., Chiocchetti, R., Laghi, A., Cipone, M. Contrast-enhanced ultrasonography of the small bowel in healthy cats // Veterinary Radiology and Ultrasound. – 2011. – Vol. 52, № 5. – Р. 555-559. VI. Garcia, D.A.A., Froes, T.R. Errors in abdominal ultrasonography in dogs and cats // J. of Small Animal Practice. – 2012. Vol. 53. – № 9. – P. 514-519. VII. Garcia, D.A.A., Froes, T.R. Importance of fasting in preparing dogs for abdominal ultrasound examination of specific organs // J. of Small Animal Practice. – 2014. Vol. 55. – № 12. – P. 630-634. VIII. Gaschen, L., Granger, L.A., Oubre, O., Shannon, D., Kearney, M., Gaschen, F. The effects of food intake and its fat composition on intestinal echogenicity in healthy dogs // Veterinary Radiology and Ultrasound. 2016. Vol. 57. № 5. P. 546-550 IX. Gaschen, L., Kircher, P., Stussi, A., Allenspach, K., Gaschen, F., Doherr, M., Grone, A. Comparison of ultrasonographic findings with clinical activity index (CIBDAI) and diagnosis in dogs with chronic enteropathies // Veterinary radiology and ultrasound. – 2008. – Vol. 49. – № 1. – Р. 56-64. X. Gil, E.M.U. Garcia, D.A.A. Froes, T.R. In utero development of the fetal intestine: Sonographic evaluation and correlation with gestational age and fetal maturity in dogs // Theriogenology. 2015. Vol. 84, №5. Р. 681-686. XI. Gladwin, N.E. Penninck, D.G., Webster, C.R.L. Ultrasonographic evaluation of the thickness of the wall layers in the intestinal tract of dogs // American Journal of Veterinary Research. 2014. Vol. 75, №4. Р. 349-353. XII. Gory, G., Rault, D.N., Gatel, L, Dally, C., Belli, P., Couturier, L., Cauvin, E. Ultrasonographic characteristics of the abdominal esophagus and cardia in dogs // Veterinary Radiology and Ultrasound. 2014. Vol. 55, № 5. P. 552-560. XIII. Günther, C.S. Lautenschläger, I.E., Scholz, V.B. Assessment of the inter- and intraobserver variability for sonographical measurement of intestinal wall thickness in dogs without gastrointestinal diseases | [Inter-und Intraobserver-Variabilitätbei der sonographischenBestimmung der Darmwanddicke von HundenohnegastrointestinaleErkrankungen] // Tierarztliche Praxis Ausgabe K: Kleintiere – Heimtiere. 2014. Vol. 42 №2. Р. 71-78. XIV. Hanazono, K., Fukumoto, S., Hirayama, K., Takashima, K., Yamane, Y., Natsuhori, M., Kadosawa, T., Uchide, T. Predicting Metastatic Potential of gastrointestinal stromal tumors in dog by ultrasonography // J. of Veterinary Medical Science. – 2012. Vol. 74. – № 11. – P. 1477-1482. XV. Heng, H.G., Lim, Ch.K., Miller, M.A., Broman, M.M.Prevalence and significance of an ultrasonographic colonic muscularishyperechoic band paralleling the serosal layer in dogs // Veterinary Radiology and Ultrasound. 2015. Vol. 56 № 6. P. 666-669. XVI. Ivančić, M., Mai, W. Qualitative and quantitative comparison of renal vs. hepatic ultrasonographic intensity in healthy dogs // Veterinary Radiology and Ultrasound. 2008. Vol. 49. № 4. Р. 368-373. XVII. Lamb, C.R., Mantis, P. Ultrasonographic features of intestinal intussusception in 10 dogs // J. of Small Animal Practice. – 2008. Vol. 39. – № 9. – P. 437-441. XVIII. Le Roux, A. B., Granger, L.A., Wakamatsu, N, Kearney, M.T., Gaschen, L.Ex vivo correlation of ultrasonographic small intestinal wall layering with histology in dogs // Veterinary Radiology and Ultrasound.2016. Vol. 57. № 5. P. 534-545. XIX. Nielsen, T. High-frequency ultrasound of Peyer’s patches in the small intestine of young cats / T. Nielsen [et al.] // Journal of Feline Medicine and Surgery. – 2015. – Vol. 18, № 4. – Р. 303-309. XX. PenninckD.G. Gastrointestinal tract. In Nyland T.G., Mattoon J.S. (eds): Small Animal Diagnostic Ultrasound. Philadelphia: WB Saunders. 2002, 2nd ed. Р. 207-230. XXI. PenninckD.G. Gastrointestinal tract. In: PenninckD.G.,d´Anjou M.A. Atlas of Small Animal Ultrasonography. Blackwell Publishing, Iowa. 2008. Р. 281-318. XXII. Penninck, D.G., Nyland, T.G., Kerr, L.Y., Fisher, P.E. Ultrasonographic evaluation of gastrointestinal diseases in small animals // Veterinary Radiology. 1990. Vol. 31. №3. P. 134-141. XXIII. Penninck, D.G.,Webster, C.R.L.,Keating, J.H. The sonographic appearance of intestinal mucosal fibrosis in cats // Veterinary Radiology and Ultrasound. – 2010. – Vol. 51, № 4. – Р. 458-461. XXIV. Pollard, R.E.,Johnson, E.G., Pesavento, P.A., Baker, T.W., Cannon, A.B., Kass, P.H., Marks, S.L. Effects of corn oil administered orally on conspicuity of ultrasonographic small intestinal lesions in dogs with lymphangiectasia // Veterinary Radiology and Ultrasound. 2013. Vol. 54. № 4. P. 390-397. XXV. Rault, D.N., Besso, J.G., Boulouha, L., Begon, D., Ruel, Y. Significance of a common extended mucosal interface observed in transverse small intestine sonograms // Veterinary Radiology and Ultrasound. 2004. Vol. 45. №2. Р. 177-179. XXVI. Sutherland-Smith, J., Penninck, D.G., Keating, J.H., Webster, C.R.L. Ultrasonographic intestinal hyperechoic mucosal striations in dogs are associated with lacteal dilation // Veterinary Radiology and Ultrasound. – 2007. Vol. 48. – № 1. – P. 51-57. View | Download EVALUATION OF ADAPTIVE POTENTIAL IN MEDICAL STUDENTS IN THE CONTEXT OF SEASONAL DYNAMICS Authors: Larisa A. Merdenova,Elena A. Takoeva,Marina I. Nartikoeva,Victoria A. Belyayeva,Fatima S. Datieva,Larisa R. Datieva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00046 Abstract: The aim of this work was to assess the functional reserves of the body to quantify individual health; adaptation, psychophysiological characteristics of the health quality of medical students in different seasons of the year. When studying the temporal organization of physiological functions, the rhythm parameters of physiological functions were determined, followed by processing the results using the Cosinor Analysis program, which reveals rhythms with an unknown period for unequal observations, evaluates 5 parameters of sinusoidal rhythms (mesor, amplitude, acrophase, period, reliability). The essence of desynchronization is the mismatch of circadian rhythms among themselves or destruction of the rhythms architectonics (instability of acrophases or their disappearance). Desynchronization with respect to the rhythmic structure of the body is of a disregulatory nature, most pronounced in pathological desynchronization. High neurotism, increased anxiety reinforces the tendency to internal desynchronization, which increases with stress. During examination stress, students experience a decrease in the stability of the temporary organization of the biosystem and the tension of adaptive mechanisms develops, which affects attention, mental performance and the quality of adaptation to the educational process. Time is shortened and the amplitude of the “initial minute” decreases, personal and situational anxiety develops, and the level of psychophysiological adaptation decreases. The results of the work are priority because they can be used in assessing quality and level of health. Keywords: Desynchronosis,biorhythms,psycho-emotional stress,mesor,acrophase,amplitude,individual minute, Refference: I. Arendt, J., Middleton, B. Human seasonal and circadian studies in Antarctica (Halley, 75_S) – General and Comparative Endocrinology. 2017: 250-259. (http://dx.doi.org/10.1016/j.ygcen.2017.05.010). II. BalandinYu.P. A brief methodological guide on the use of the agro-industrial complex “Health Sources” / Yu.P. Balandin, V.S. 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Triadic comparison models are proposed as an alternative to dyadic comparison models. Comparison allows finding the common and the different; this approach is proposed for the analysis of the nomothetic and ideographic method of obtaining knowledge. The nomothetic method identifies and evaluates the general, while the ideographic method searches for unique in parameters and in combinations of parameters. Triadic comparison is used in systems and methods of argumentation, as well as in the analysis of consistency/inconsistency. Keywords: Comparative analysis,dyad,triad,triadic model,comparability relation,object comparison,attributive comparison,nomothetic method,ideographic method, Refference: I. AltafS., Aslam.M.Paired comparison analysis of the van Baarenmodel using Bayesian approach with noninformativeprior.Pakistan Journal of Statistics and Operation Research 8(2) (2012) 259{270. II. AmooreJ. 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PührerJ.Realizability of three-valued semantics for abstract dialectical frameworks.Artificial Intelligence 278 (2020) 103{198. XVII. SwansonG.Frameworks for comparative research: structural anthropology and the theory of action. In: Vallier, Ivan (Ed.). Comparative methods in sociology: essays on trends and applications.Berkeley: University of California Press, 1971 141{202. XVIII. TsvetkovV.Ya.Worldview model as the result of education.World Applied Sciences Journal 31(2) (2014) 211{215. XIX. TsvetkovV. Ya. Logical analysis and variable scales. Slavic Forum 4(22) (2018) 103{109. XX. Wang S. et al. Transit traffic analysis zone delineating method based on Thiessen polygon. Sustainability 6(4) (2014) 1821{1832. View | Download DEVELOPING TECHNOLOGY OF CREATING WEAR-RESISTANT CERAMIC COATING FOR ICE CYLINDER." JOURNAL OF MECHANICS OF CONTINUA AND MATHEMATICAL SCIENCES spl10, no. 1 (June 28, 2020). http://dx.doi.org/10.26782/jmcms.spl.10/2020.06.00048.
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