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Bibliografias temáticas / Education and defense

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Literatura científica selecionada sobre o tema "Education and defense"

Autor: Grafiati

Publicado: 29 de julho de 2024

Última modificação: 31 de julho de 2024

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Artigos de revistas sobre o assunto "Education and defense"

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d’Andurain, Jean, e Alan G. Stolberg. "Defense Education Enhancement Program: The NATO Functional Clearing-House on Defense Education". Connections: The Quarterly Journal 11, n.º 4 (2012): 53–58. http://dx.doi.org/10.11610/connections.11.4.06.

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Barrett, Jim. "Modern Developments in Defense Education". Connections: The Quarterly Journal 08, n.º 2 (2009): 1–6. http://dx.doi.org/10.11610/connections.08.2.01.

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Banks, Aaron. "Self-Defense Education". Journal of Physical Education, Recreation & Dance 81, n.º 6 (agosto de 2010): 13–25. http://dx.doi.org/10.1080/07303084.2010.10598486.

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Berry, John. "Defense Education Enhancement Program: The Consortium Perspective". Connections: The Quarterly Journal 11, n.º 4 (2012): 27–33. http://dx.doi.org/10.11610/connections.11.4.03.

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Stolberg, Alan G. "Defense Education Enhancement Program: The Kazakhstan Experience". Connections: The Quarterly Journal 11, n.º 4 (2012): 108–13. http://dx.doi.org/10.11610/connections.11.4.12.

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Egan, Erin A. "Bioterrorism Defense Education: Prioritizing Public Health Education". American Journal of Bioethics 5, n.º 4 (julho de 2005): 47–48. http://dx.doi.org/10.1080/15265160500193859.

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Yunita, Yunita, e Nastiti Mufidah. "National Defense Education as Students’ Character Education". International Journal of Education and Humanities 2, n.º 4 (22 de novembro de 2022): 147–56. http://dx.doi.org/10.58557/ijeh.v2i4.124.

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Global society is entering a new stage of development called the Fourth Industrial Revolution (Industry 4.0). The rapid and massive development of digital technology has pushed the world into a new industrial order. The new industrial order presents opportunities as well as challenges for young generation. Character education, a value education involving knowledge (cognitive aspect), feeling, and action, is projected to be able to prepare young generation to face Industry 4.0. The purpose of this study was to describe the implementation of National Defense Education as a medium for developing student character at Siliwangi University (UNSIL) specially defending the state value. This is qualitative research using a case study design. The research subjects in this study were the parties involved in the National Defense Education held by Siliwangi University. The research results suggest that the National Defense Education was a tentative semi-military education. This activity is generally aimed at character building, especially to build students’ awareness of the nation, discipline, kinship, and independence.

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Jolicoeur, Pierre. "Defense Education Enhancement Program in Ukraine: The Limits of NATO’s Education Program". Connections: The Quarterly Journal 17, n.º 3 (2018): 109–19. http://dx.doi.org/10.11610/connections.17.3.08.

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Chiovatto, Milene. "In Defense of Museum Education". ICOFOM Study Series, n.º 48-2 (15 de dezembro de 2020): 70–84. http://dx.doi.org/10.4000/iss.2337.

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Shafirov, V. M. "In defense of law education". Russian justice 2 (18 de fevereiro de 2021): 39–42. http://dx.doi.org/10.18572/0131-6761-2021-2-39-42.

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Nowadays legal education experiences real challenges, in particular: occupational prestige in the society is being reduced, this profession is not being regarded as the most important one, information about overproduction of legal experts is being distributed, the number of state-financed openings in law schools is being on the decline, the proportion of fundamental academic training is becoming smaller, the idea of substitution of lawyers by robotic devices is being promoted, etc. The article proves that this is largely facilitated by the dominance of positive (very often narrow-standard) law understanding in training. The conclusion about the necessity of changing the paradigm of higher legal education is made. It must be based on constitutional (human oriented) legal consciousness.

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Teses / dissertações sobre o assunto "Education and defense"

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Ingthorsson, Agust Hjortur. "In defense of democracy". Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5154.

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Bohler, Jeffrey Allan Hall Dianne. "Education technology impact on Department of Defense financial manager continuing education programs". Auburn, Ala, 2009. http://hdl.handle.net/10415/1821.

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Pleshakova, Victoria. "The Importance of Teaching Humanities in Higher Education Institutions: in Defense of Liberal Arts Education". ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/182.

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The humanities have always been under attack in the higher education of the United States of America. Corporate culture of the university requires the most money distributed towards research and specialization, while making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach them about history of cultures and languages, people who made history; who made contribution to the world in art, literature and science; what young people can learn from them. But most importantly, how to raise questions about life in general and search for answers, how to find meaning, how to know what’s important to them. In general, teaching them how to think. I would like to take different approaches in looking at teaching humanities to college students in this country, drawing from my own experiences in both Russia and US, my graduate courses at UVM, as well as works of those in the academia concerned with the same matter. I will look at how corporate culture of the university and research-driven education dictate the curricula in colleges and universities; how multiculturalism and political correctness that saturated higher education these days can influence the way humanities are presented, and explore the influence of humanities in our students’ making meaning of their lives.

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Epps, Susan Bramlett, e Steve Robinson. "Legal Self-Defense for the Academic Advisor". Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2574.

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Mafumo, Thinavhudzulo Norman. "Managing racial integration in South African public schools : in defense of democratic action". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5141.

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Thesis (PhD (Education Policy Studies))--University of Stellenbosch
Bibliography
ENGLISH ABSTRACT: This dissertation explores the lack of racial integration in public schools in South Africa. The main argument of this study defends a deliberative conception of racial integration that builds on previous, more limited, conceptions such as assimilation, integration, multicultural education and antiracist education. In this work I further narrate my story in relation to encounters with issues of race, thereby contextualising the topic. I argue that philosophy of education can be used as a tool to explore and illuminate the educational dimensions of a major philosophical problem, that is, racial integration. I further offer a historical account of racial integration, mapping three interrelated phases of such integration in South African public schools, namely the colonial/apartheid period, the democratic period and the post-democratic period. The dissertation also offers a conceptual account of the major theoretical understandings that constitute racial integration. It furthermore investigates racial integration as it is currently unfolding in South African public schools and simultaneously points out the limitations of this project. I argue how and why the lack of effective and genuine racial integration results in social injustice. Moreover, I advance an argument for deliberative racial integration in South African public schools; a notion that, it is hoped, could address some of the weaknesses associated with the present form of racial integration in South African public schools. The study also identifies the implications of deliberative racial integration for school governance, management, leadership, and teaching and learning.
AFRIKAANSE OPSOMMING: Hierdie proefskrif behels 'n ondersoek na die gebrek aan rasse-integrasie in openbare skole in Suid-Afrika. Die hoofargument in die studie is 'n verdediging van .n beraadslagende begrip van rasse-integrasie wat op vorige, meer beperkte, begrippe soos assimilasie, integrasie, multikulturalistiese onderwys en anti-rassistiese onderwys voortbou. Ek konseptualiseer die onderwerp aan die hand van 'n narratief van my eie ervaring ten opsigte van aangeleenthede wat met ras verband hou. Ek argumenteer dat filosofie van die onderwys aangewend kan word om die onderwysdimensies van 'n beduidende filosofiese probleem, naamlik rasse-integrasie, te ondersoek en te belig. Ek bied verder 'n historiese oorsig van rasse-integrasie deur te verwys na die koloniale/apartheidstydperk, die demokratiese tydperk en die postdemokratiese tydperk. Die proefskrif bied ook 'n konseptuele verslag van die vernaamste teoretiese beskouinge wat rasse-integrasie uitmaak. Die studie behels voorts 'n ondersoek van rasse-integrasie soos dit tans in Suid-Afrikaanse openbare skole ontvou en dui terselfdertyd op die beperkinge van die projek. Ek argumenteer hoe en waarom die gebrek aan doeltreffende en ware rasse-integrasie sosiale ongeregtigheid in die hand werk. Verder ontwikkel ek 'n argument vir beraadslagende rasse-integrasie in Suid-Afrikaanse openbare skole; 'n idee waarmee, so word gehoop, die gebreke wat met die huidige vorm van rasse-integrasie in Suid-Afrikaanse openbare skole geassosieer word, die hoof gebied kan word. Die studie identifiseer ook die implikasies van beraadslagende rasse-integrasie vir beheer van skole, bestuur, leierskap en onderrig en leer.

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Matthews, Stephen W. Miller Kenneth H. "An open architecture for defense virtual environment training systems /". Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FMatthews.pdf.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, September 2003.
Thesis advisor(s): Rudolph P. Darken, Joseph A. Sullivan. Includes bibliographical references (p. 131-134). Also available online.

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Wells, Rita Lappin. "Postsecondary education as a predictor of adult learners' grades in professional continuing education courses in defense contract management /". The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676261010538.

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Radford, Crystal Joesell. "In Defense of Rap Music: Not Just Beats, Rhymes, Sex, and Violence". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306255326.

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Ween, David Anders. "Epistocracy’s Competence Problem: An Instrumentalist Defense of Democracy". Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627993424084938.

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Puaca, Laura Micheletti Hall Jacquelyn Dowd. "A new national defense feminism, education, and the quest for scientific brainpower, 1940-1965 /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1432.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Apr. 25, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History." Discipline: History; Department/School: History.

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Mais fontes

Livros sobre o assunto "Education and defense"

1

G, Altbach Philip, Gumport Patricia J e Johnstone D. Bruce 1941-, eds. In defense of American higher education. Baltimore: Johns Hopkins University Press, 2001.

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2

Stephen, Want, Lewis Daniel 1972-, Puerto Rican Legal Defense & Education Fund (New York, N.Y.) e University Publications of America (Firm), eds. The Puerto Rican Legal Defense and Education Fund. Bethesda, MD: LexisNexis, 2004.

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3

Schied, David. Streetwise: An introduction to self-defense. Los Angeles, Calif: P. Brooks, 1986.

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4

H, Johnson Ralph. Logical self-defense. 3^a ed. Toronto, Ont: McGraw-Hill Ryerson, 1993.

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H, Johnson Ralph. Logical Self-Defense. New York: International Debate Education Association, 2008.

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6

Wang, Maozu. Guo fang jiao yu yu ge ke jiao xue. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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7

Axtell, James. The pleasures of academe: A celebration & defense of higher education. Lincoln: University of Nebraska Press, 1998.

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8

United States. Dept. of Defense, ed. Department of Defense implementation targets for the national education goals. Alexandria, Va. (2461 Eisenhower Ave., Alexandria 22331-1100): Dept. of Defense, 1991.

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9

Nussbaum, Martha Craven. Cultivating humanity: A classical defense of reform in liberal education. Cambridge, Mass: Harvard University Press, 1997.

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United States. Department of Defense. Dependents Schools. Providing a quality education overseas. Alexandria, Va. (2461 Eisenhower Ave., Alexandria 22331-1100): Department of Defense Dependents Schools, 1991.

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Capítulos de livros sobre o assunto "Education and defense"

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Fritzsche, Jürgen. "Self-defense". In Violence Prevention in Education, School, and Club, 201–24. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-38551-4_12.

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Fernandez, Julie, e Krista Allison. "The Final Defense". In Navigating the Doctorate in Education, 114–17. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003456278-15.

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Fleming, Robert S., e Michelle Kowalsky. "Potential Oral Defense Outcomes". In Springer Texts in Education, 189–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80939-3_35.

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Cho, Hyoung-ryoul. "Defense Technology Security Education Status". In Computational Science and Its Applications – ICCSA 2018, 183–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95174-4_15.

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Fleming, Robert S., e Michelle Kowalsky. "Preparing for the Oral Defense". In Springer Texts in Education, 177–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80939-3_33.

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Wigner, E. P. "Education—Key to Civil Defense Success". In Socio-Political Reflections and Civil Defense, 245–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/978-3-642-58862-4_40.

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Fleming, Robert S., e Michelle Kowalsky. "Presenting Your Research During the Oral Defense". In Springer Texts in Education, 183–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80939-3_34.

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Ndofirepi, Amasa Philip. "An African Philosophy for Children: In Defense of Hybridity". In Indigenous Concepts of Education, 197–207. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382184_15.

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Mattson, Jeffrey A. "Cyber Defense Exercise: A Service Provider Model". In Fifth World Conference on Information Security Education, 81–86. New York, NY: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-73269-5_11.

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Moore, Erik L., Steven P. Fulton, Roberta A. Mancuso, Tristen K. Amador e Daniel M. Likarish. "A Layered Model for Building Cyber Defense Training Capacity". In Information Security Education for Cyber Resilience, 64–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80865-5_5.

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Trabalhos de conferências sobre o assunto "Education and defense"

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Lapkova, Dora, e Milan Adamek. "Using information technologies in self-defense education". In 2016 11th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2016. http://dx.doi.org/10.1109/cisti.2016.7521403.

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LĂȚCAN, Mihail Cătălin. "CAPTAIN COMMANDER MICLESCU GHEORGHE, KNIGHT OF THE ROMANIAN WINGS". In SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of “Henri Coanda” Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2021.22.24.

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Descendant of a large family of Moldavian boyars, Lieutenant Commander Miclescu Gheorghe represents in the history of Romanian aeronautics a complex personality, the spirit of the perfect soldier, endowed with an boundless love of country and people, tireless in his desire to improve continuously, his career beginning as cavalry, later aerial observer and pilot, specializing as a fighter pilot. With an exceptional training, with studies and specializations at the great aviation schools in France, England, Germany, fearless and bold defender of the sky of his homeland Romania, he participated in all the battles for the defense of airspace in the Second World War , the liberation of Bessarabia and the defense of the Black Sea airspace, the defense against the Anglo-American bombings, the fight against the German bombings of Bucharest. Through the position he held as commander of Hounter Group in the operations on the front, he gave an admirable personal example to his comrades through his courage, patriotism and spirit of initiative.

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Ben-Ari, Mordechai. "In Defense of Programming". In ITICSE '15: Innovation and Technology in Computer Science Education Conference 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2729094.2742581.

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Jeon, Hyeran, Kaikai Liu, Younghee Park, Jerry Gao, Gong Chen e Jim Kao. "Intelligent Learning Systems Design for Self-Defense Education". In 2017 IEEE Third International Conference on Big Data Computing Service and Applications (BigDataService). IEEE, 2017. http://dx.doi.org/10.1109/bigdataservice.2017.52.

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Szu, Harold, Yufeng Zheng e Nian Zhang. "Interdisciplinary education approach to the human science". In SPIE Defense, Security, and Sensing, editado por Harold Szu e Liyi Dai. SPIE, 2012. http://dx.doi.org/10.1117/12.923440.

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Mitrea, Geta. "FUNDING SOURCES FOR NEW TRENDS IN SECURITY AND DEFENSE EDUCATION". In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-028.

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The lines of external source funding in the field of security and defense are varied, offering a multitude of possibilities for specialists in the field who wish to access projects with non-reimbursable financing for ideas that cannot be financed from internal sources. The funding opportunities come in response to the needs of the security and defense institutions and offer a precise solution on certain areas that have deficiencies both nationally and at European level. An example is the one of the higher education institutions in the field of security and defense that want to open the gates for the mutual exchanges of study experience for the students of the bachelor, master or doctorate and for which the necessity of carrying out an internship of documentation and/or research is required within a similar institution abroad. At present, the financing lines on which the national military universities can access projects are EEA Grants, ERASMUS +, structural funds without being limited to them. Higher education institutions in Iceland, Norway, Liechtenstein are an example of good practice in security and defense that can be multiplied and adapted to the needs of European Union member countries. This is one of the reasons for the possibility of financing projects for priority areas. In addition, exchanges of experience between students and teachers between institutions in these countries can help to identify sustainable long-term solutions. The projects with non-reimbursable financing represent a viable solution in the short and medium term in order to stimulate the personnel of the security and defense institutions to be creative and constructive in a society that has a constantly changing dynamic.

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Rodrigues, Barbara Luiza Ludvig, Priscilla Eli Alves e Solange Aparecida de Oliveira Hoeller. "Material culture as a methodological possibility for studies on the history of early childhood education in Brazil". In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-013.

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Abstract Early Childhood Education in Brazil is now legitimized by the Federal Constitution (BRASIL, 1988) when the Magna Carta discusses the right of children to education, as well as attentive to the duty of the State and the family to comply with this right. To the Law of Guidelines and Bases (BRASIL, 1996), once again Early Childhood Education gains the spotlight when it is defended as the first stage of Basic Education. The 1990s, with those and new achievements, were demarcated with and by the publication of different documents: advisors, curricular, and legislatures. No rights were won without the need for the movement of several groups of society (TELES, 2018). However, one of the most evident movements was that of scholars and researchers in the area of Early Childhood Education who defended/advocated the break with educational care practices and preparation for elementary school, and who discussed the historical dichotomy between daycare centers and kindergartens. With the defense of the dissociability of education and care, it began to understand that Early Childhood Education is a place of care and education and that it aimed/aims at the integral development of children from zero to five years and 11 months, complementing the action of the family and the community (LDB, 1996), being also a place between children's knowledge and knowledge historically constructed by humanity. In this wake, when proposing such a breakup, questions were raised about the ways of organizing curricula for Early Childhood Education, based on a curriculum that holds as centrality the children, their social markers, and their multiple ways of living childhood. These curricula also set the scene for play, social interactions, and languages as axes that structure pedagogical proposals in Early Childhood Education (BRASIL, 2009). To achieve their objectives, the pedagogical proposals of early childhood education institutions must provide conditions for collective work and the organization of materials, spaces, and times In line with the narratives put here, the materialities, which were and are in circulation in the educational units (PERES and SILVA, 2011) enabled/enabled possibilities of representations (CHARTIER, 1991, 1992) on the history of Early Childhood Education in Brazil, through the struggles of representations throughout history. These materialities are capable of being sources and objects of research, from the defenses of cultural history (BURKE, 1991; PESAVENTO, 2003), who maintain that there is a much wider range of sources and objects, moving from the idea that only large "events" would be research objects. It is defended in this summary, that the possibility of taking school culture as a historical object (JULIA, 2001), allowed to outline the circulation, in educational institutions, of material elements (VIÑAO FRAGO, 2008), expanding the circumscription of which there is a school material culture. By marking curricula, objectives, and specific practices for Early Childhood Education, attention is made to the existence of material culture of/for Early Childhood Education, since the break with the school and the schooling conceptions grant us to delimit the material culture that "echoes" aspects of Early Childhood Education, whether analyzed through architecture, toys, of objects, utensils, or even elements of nature.

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Perez-Navarro, A., Jordi Conesa, Francesc Santanach, Muriel Garreta e Alicia Valls. "Present@: A virtual environment for dissertation defense". In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462299.

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Salvador, M. J., V. Jimenez, R. G. Lopez e R. von Borries. "Platform for research and education on ground penetrating radar". In SPIE Defense, Security, and Sensing, editado por Kenneth I. Ranney e Armin Doerry. SPIE, 2013. http://dx.doi.org/10.1117/12.2016333.

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Romano, Marcello. "An on-the-ground simulator of autonomous docking and spacecraft servicing for research and education". In Defense and Security, editado por Peter Tchoryk, Jr. e Melissa Wright. SPIE, 2004. http://dx.doi.org/10.1117/12.541141.

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Relatórios de organizações sobre o assunto "Education and defense"

1

Gould, III, e Jay W. Organizational Culture - Education of the Department of Defense Program Managers Under Defense Acquisition Workforce Improvement Act. Fort Belvoir, VA: Defense Technical Information Center, janeiro de 1993. http://dx.doi.org/10.21236/ada279155.

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2

Anderson, Lowell B., Jerome Bracken e Marilyn C. Bracken. Review of Department of Defense Education Activity (DODEA) Schools. Volume II: Quantitative Analysis of Educational Quality. Fort Belvoir, VA: Defense Technical Information Center, outubro de 2000. http://dx.doi.org/10.21236/ada385886.

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3

Browning, Miriam F., Joan S. Creighton e Debra F. Thompson. Department of Defense Information Systems Workforce: Education, Training, and Career Development. Fort Belvoir, VA: Defense Technical Information Center, outubro de 1992. http://dx.doi.org/10.21236/ada264930.

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4

Polloni, Andres. The Education of Civilians in the National Defense Arena in Chile. Fort Belvoir, VA: Defense Technical Information Center, abril de 1998. http://dx.doi.org/10.21236/ada345519.

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5

Jones, L. R., J. L. McCaffery e M. Gragen. Quality Assurance in Department of Defense Financial Management Education and Training Institutions. Fort Belvoir, VA: Defense Technical Information Center, setembro de 1992. http://dx.doi.org/10.21236/ada258780.

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6

Fletcher, J. D. Effectiveness and Cost of Interactive Videodisc Instruction in Defense Training and Education. Fort Belvoir, VA: Defense Technical Information Center, julho de 1990. http://dx.doi.org/10.21236/ada228387.

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7

Greebler, Carol S., e J. G. Suarez. An Education and Training Strategy for Total Quality Management in the Department of Defense. Fort Belvoir, VA: Defense Technical Information Center, julho de 1989. http://dx.doi.org/10.21236/ada211942.

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8

Wright, Richard K., Lowell B. Anderson, Jerome Bracken, Marilyn C. Bracken e Sheila A. Byrd. Review of Department of Defense Education Activity (DODEA) Schools. Volume I: Main Report and Appendixes. Fort Belvoir, VA: Defense Technical Information Center, outubro de 2000. http://dx.doi.org/10.21236/ada385800.

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9

Fast, William. Factors Influencing the Effectiveness of Systems Engineering Training and Education in the Department of Defense. Fort Belvoir, VA: Defense Technical Information Center, abril de 2011. http://dx.doi.org/10.21236/ada543993.

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10

Zelms, Ronald L. Low Intensity Conflict Education and Training within the DOD (Department of Defense). A Compilation of Courses and Instructional Periods. CLIC Papers. Fort Belvoir, VA: Defense Technical Information Center, maio de 1988. http://dx.doi.org/10.21236/ada193705.

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