1,720,954 research outputs found
Educação de tempo integral como política pública em Goiás
No full textEste artigo é resultado dos estudos e pesquisas que foram desenvolvidas no Doutorado em Educação da Pontifícia Universidade Católica de Goiás, sobre Educação Integral no Brasil e em Goiás. Este trabalho têm por finalidade, analisar a proposta de implantação de Educação Integral no Ensino Médio em Goiás, como política educacional, do governo do estado de Goiás, com base na nova Reforma do Ensino Médio, Lei n.o13.415/2017. Busca-se também evidenciar as implicações do Programa Ensino Médio Inovador/Projeto Jovem de Futuro - ProEMI/JF e do Programa Novo Futuro, ambos desenvolvidos pela Secretaria de Estado da Educação, Cultura e Esporte de Goiás - SEDUCE/GO, na implantação dos Centros de Ensino Médio em Período Integral-CEPIs e seus desdobramentos enquanto políticas públicas de Educação Integral. É uma proposta que se apresenta como alternativa às práticas pedagógicas vigentes, mas que, de acordo com a pesquisa feita, mostra-se que ela não tem nada de inédito, apenas prolonga a permanência dos alunos na escola, entretanto mostra-se promissora se proporcionar de fato educação integral em tempo integral.Fil: Filemon, Orley Olavo. Universidade Estadual de Goiás-UEG
Full-time Education Center (CEPI) in Goiás: the full time middle school in Goiânia
No full textEsta tese analisa a implantação dos Centros de Ensino em Período Integral (CEPIs) de ensino médio em Goiás, em especial na cidade de Goiânia. Como objetivo geral, analisou as políticas de implantação dos CEPIs em Goiás e o seu contexto de criação, destacando os aspectos administrativo, político e pedagógico. O problema que direcionou esta pesquisa está expresso nas seguintes questões: As escolas de tempo integral de ensino médio têm, nos documentos oficiais (federal e estadual), um fundamento normativo amparado pela concepção da Educação Integral? A proposta em curso tem se estabelecido como ampliação do tempo de permanência do aluno na escola ou responde a um entendimento de educação integral? Existe formação omnilateral nos CEPIs? Que políticas de Educação Integral são desenvolvidas nos CEPIs? A proposta pedagógica dos CEPIs se aproxima da formação integral do sujeito na perspectiva omnilateral? A metodologia adotada pelos professores nos CEPIs proporciona a materialização da proposta de formação humana omnilateral? Quanto a metodologia usada nesta pesquisa, utiliza-se a pesquisa qualitativa, pois apresenta características que colaboram para o desenvolvimento deste estudo, destacando-se, dentre elas, fonte direta dos dados, o ambiente natural, no caso desta pesquisa os CEPIs com todos os elementos constituintes. Ao longo desta pesquisa, a coleta de dados foi constituída com base em pesquisa bibliográfica, pesquisa documental, aplicação de questionários, entrevistas semiestruturadas e observação direta não participante. Participaram desta pesquisa 116 alunos(as), 30 professores(as) e 20 gestores(as), todos pertencentes aos 07 CEPIs selecionados de Goiânia. A escolha dos sujeitos desta pesquisa se deu considerando a importância deles na efetivação da política de educação em tempo integral na escola. Foram selecionadas 07 escolas de Goiânia para a pesquisa de campo, os critérios de seleção foram: serem de Goiânia e iniciados seus trabalhos no período integral em 2013, ano que teve início em todo estado de Goiás o período integral. Quanto aos resultados, o estudo/investigação mostrou que as políticas de implantação dos CEPIs estão consubstanciadas numa parceria entre o público e o privado, confirmando a tendência do Estado na implementação de políticas neoliberais educacionais, que formulam novas formas de gestão pública tendo como referência a gestão privada. Considerando os resultados obtidos no trabalho de campo, afirmamos que os CEPIs apresentam-se como escolas de tempo integral com ampliação da jornada escolar, ou seja, com uma dinâmica curricular diferente, com maior número de disciplinas, mas com um ensino fragmentado entre teoria e prática, não se constituindo, portanto, como uma escola que desenvolve educação integral. Também os CEPIs não apresentam qualidade que seja referenciada, pois no desenvolvimento deste trabalho verificamos que a qualidade que se tem nos CEPIs está diretamente ligada à lógica das incorporações empresariais, ou seja, à busca por eficiência, produtividade, competitividade, redução de custos e à busca incessante por resultados. Acreditamos que a ampliação da jornada escolar, como acontece nos CEPIs, deve ser repensada para que essa ampliação possa não só aumentar o tempo de permanência no espaço escolar. Defendemos que essa ampliação seja uma concepção de educação, de formação humana, fundamentada na perspectiva omnilateral e na politecnia, constituindo-se assim educação integral.The purpose of this research is to analyze the policies for the implementation of the Secondary Education Center (CEPIs) in Goiás, especially in the city of Goiânia. The general objective is to analyze the implementation policies of the CEPIs in Goiás and its context of creation, highlighting the administrative, political and pedagogical aspects. The problem that led to this research is expressed in the following questions: the full-time high school schools have, in official documents (federal and state), a normative basis supported by the concept of Integral Education, the current proposal, has it been established as an extension of the student's stay in school or respond to an understanding of integral education? Is there allround training in ECECs? What Integral Education policies are developed in CEPIs? Does the CEPI pedagogical proposal approach the integral formation of the subject in the omnilateral perspective? The methodology adopted by the teachers in the CEPIs provides the materialization of the proposal of omnilateral human formation? Regarding the methodology used in this research, I used the qualitative research, because it presents characteristics that contribute to the development of this study, highlighting, among them, the direct source of data, the natural environment, in the case of this research the CEPIs with all the constituent elements. . Throughout this research, data collection was based on bibliographic research, documentary research, questionnaires, semi-structured interviews and direct non-participant observation. Participated in this research 116 students, 30 teachers and 20 managers, all belonging to the 07 selected CEPIs of Goiânia. The choice of the subjects of this research was given considering their importance in the implementation of the full-time education policy at school. Seven schools from Goiânia were selected for our field research, the selection criteria were: to be from Goiânia and started their work full time in 2013, the year that started in the whole state of Goiás full time.The study / research showed that the implementation policies of the CEPIs are based on a partnership between the public and the private sector, confirming the tendency of the State to implement neoliberal educational policies, which are to formulate new forms of public management. as a reference to private management. Considering the results obtained in the fieldwork, we can say that the CEPIs present themselves with full-time schools with extended school hours, that is, with a different curricular dynamics, with a greater number of disciplines, but with a fragmented teaching between theory and practice, thus not being constituted as a school that develops integral education. Also the CEPIs do not present quality that is referenced, because in the development of this work, we verified that the quality that is had in the CEPIs, is directly linked to the logic of the business incorporations, that is, the search for efficiency, productivity, competitiveness, cost reduction and the incessant search for results. We believe that the expansion of the school day, as it happens in the CEPIs, must be rethought, we need that this extension can not only increase the time of permanence in the school space. We defend that this expansion is a conception of education, of human formation based on the omnilateral perspective and on the polytechnic, thus, being constituted as integral education
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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