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Políticas educativas em Angola ::um desafio do direito à educação /
No full textGestão democrática da escola pública: propostas à reforma educacional em Angola
Get PDFWe think that the Angolan public education within its current reform should focus on the discussion about the effectiveness in operationalizing the education goals as school activities, as well as the nature and ideas about the schoolwork management. This text seeks to discuss these issues since it was not the education option that distorted the effectiveness of the former education policy, but the way in which it was operationalized at school reality. Due to the challenges in the transition process from a socialist and a single party ideal of society to a multi-party democracy, the proposed goals of education which, among others, aims the education of citizens towards a democratic behavior, demands a school environment that withdraws itself from the centralistic and authoritarian culture that prevailed in the Angolan public schools before the current reform. We evoke Pistrak to show that more than their formal declaration; the school goals should be suited to the nature of the schoolwork and the students work expectations. Therefore, it is required a school culture that enables collective work, understanding that this culture is developed and facilitated through the processes of democratic management faced as the possibility to appropriate the education process as a collective issue.Pensamos que la escuela pública Angolana en el contexto de su reforma debería centrar su discusión sobre la eficacia de los procesos de operacionalización, en actividades de la escuela, los fines propuestos para la educación , bien como la naturaleza de la idea de organización y gestión de trabajo en la escuela. Este texto quiere profundizar esos aspectos, porque no fue la opción de la escuela que desvirtuó la eficacia de la política educacional anterior, mas la manera como se operacionalizo la misma en la realidad de la escuela. Debido a los desafíos de transición de una sociedad de pretensiones socialistas de partido único, los fines de educación propuestos que, entre otros, quieren la formación de ciudadanos para el actuar democrático requieren una realidad escolar que aparte la cultura del † centralismo y autoritarismo que permaneció en las escuelas públicas Angolanas en el periodo anterior, al de la reforma educativa propuesta. Mostramos con Pistrak que más de que su declaración formal, los fines de las escuelas deben ser adecuados a la naturaleza de trabajo de la escuela y a la expectativa del trabajo de los alumnos. Para eso se requiere uma cultura que facilite el trabajo colectivo, cultura desenvolvida y facilitada con los procesos de gestión democrática encarada con la posibilidad de apropiación de proceso de educación como una cuestión colectiva.Pensamos que a escola pública angolana no contexto da sua reforma deveria centrar a sua discussão sobre a eficácia dos processos de operacionalização, em atividades na escola, dos fins propostos para a educação, bem como a natureza da ideia de organização e gestão do trabalho escolar. Este texto visa a abordar esses aspectos, porque não foi a opção da escola que desvirtuou a eficácia da política educacional anterior, mas a maneira como se operacionalizou a mesma na realidade da escola. Devido os desafios de transição de uma sociedade de pretensões socialistas de partido único para uma democracia multipartidária, os fins da educação propostos que, entre outros, visam à formação de cidadãos para o agir democrático, requerem uma realidade escolar que se afaste da cultura do centralismo e do autoritarismo que vigorou nas escolas públicas angolanas no período anterior ao da reforma educativa proposta. Mostramos com Pistrak que mais do que a sua declaração formal, os fins das escolas devem ser adequados à natureza do trabalho da escola e a expectativa do trabalho dos alunos. Para isso, requer-se uma cultura que facilite o trabalho coletivo, cultura essa desenvolvida e facilitada com os processos de gestão democrática julgada como a possibilidade da apropriação do processo de educação como uma questão coletiva
Política para integração das TIC no currículo em Angola: um estudo nas escolas públicas do II ciclo do ensino secundário do Namibe
Get PDFA integração das tecnologias de informação e comunicação na educação faz parte de um conjunto de medidas de políticas educativas e é invocada, frequentemente, quer no âmbito político quer académico, como sendo uma ação que desencadeará transformações a vários níveis e inovação no campo educativo.
O presente trabalho de investigação teve como objetivo desenvolver um estudo sobre políticas de integração das Tecnologias de Informação e Comunicação no currículo das escolas públicas do segundo ciclo do ensino secundário do Namibe – Angola. De modo particular, pretendeu-se analisar o discurso político-normativo emanado nos documentos oficiais, as medidas e ações operacionais desencadeadas pelo poder executivo e as transformações resultantes desses processos em contexto educativo.
Na fundamentação teórica, entre outros aspetos abordados, realça-se, no âmbito da reforma e inovação educativa, que a crença na transformação da realidade educativa com base no plano das orientações para a ação, ou seja, em decretos, constitui uma das marcas clássicas que caracterizam o setor da educação. Se, por um lado, é importante legislar de modo a apontar caminhos para a ação, deve, por outro lado, ter-se a consciência da complexidade do respetivo processo, na medida em que as mudanças decretadas não garantem a sua implementação.
Relativamente à metodologia, importa salientar que, tendo em conta a natureza do estudo, se elegeu o estudo de caso de índole exploratória como estratégia de pesquisa, sustentada em técnica de análise de conteúdo, bem como a estatística descritiva para tratamento dos dados obtidos por intermédio da análise documental, entrevistas e questionários, como técnica/instrumento de recolha de dados.
A par da criação/construção de salas/laboratórios de informática e o respetivo apetrechamento, bem como a capacitação de professores para o respetivo uso e a disponibilidade de serviços de internet, mobilizados para o desenvolvimento da iniciativa política para integração das TIC nos planos de estudos das escolas secundárias do Namibe, a análise dos resultados evidencia a existência de descontinuidades e assimetrias em termos de investimentos, o que indica que o processo de integração das TIC no plano de estudo das escolas analisadas não tem sido fomentado de forma sistemática, o que vem pondo em causa a eficácia da respetiva iniciativa. Entre as fragilidades verificadas, destacam-se: a falta de um documento específico de diretrizes para a operacionalização e a concretização da respetiva iniciativa ao nível das escolas do Ensino Secundário; escassez de recursos financeiros para apoiar a integração efetiva das TIC nos planos de estudo das escolas analisadas – com consequência direta quer na capacitação contínua dos professores quer na aquisição, manutenção, reposição e atualização dos recursos tecnológicos –, aliada à falta de projetos para articular as TIC e a pedagogia ao nível das escolas envolvidas no estudo. Entre outras fragilidades, as mencionadas constituem-se, por um lado, como obstáculos que inviabilizam o impacto e, consequentemente, as transformações pretendidas para o alcance dos objetivos em relação ao novo figurino de formação de profissionais no âmbito das estratégias de implementação das políticas TIC delineadas nos planos de estudo. Por outro lado, os respetivos obstáculos podem comprometer o conjunto de investimentos já efetuados e posicionar a maioria das escolas como atrasadas, tendo em conta o estado de regressão em que se encontram.The integration of information and communication technologies in education is part of a set of educational policy measures and is often invoked, both in the political and academic spheres, as an action that will trigger transformations at various levels and innovation in the educational field.
This research work aimed to develop a study on policies for integrating Information and Communication Technologies in the curriculum of public schools in the second cycle of secondary education in Namibe - Angola. In particular, it aimed to analyze the political-normative discourse emanating from official documents, the operational measures and actions triggered by the executive power and the transformations resulting from these processes in the educational context.
In the theoretical basis, among other aspects addressed, it is emphasized, in the scope of educational reform and innovation, that the belief in the transformation of the educational reality based on the plan of guidelines for action, that is, in decrees, constitutes one of the classic marks that characterize the education sector. If, on the one hand, it is important to legislate in such a way as to point out paths for action, one must, on the other hand, be aware of the complexity of the respective process, to the extent that the changes decreed do not guarantee its implementation.
With regard to methodology, it is important to point out that, taking into account the nature of the study, the exploratory case study has been chosen as a research strategy, supported by a content analysis technique, as well as descriptive statistics for the treatment of data obtained through document analysis, questionnaires and interviews, as a data collection technique.
Along with the creation/construction of computer rooms/laboratories and their respective equipment, as well as the training of teachers for their use and the availability of internet services mobilized for the development of the political initiative for the integration of ICT in the study plans of secondary schools in Namibe, the analysis of the results highlights the existence of discontinuities and asymmetries in terms of investment, which indicates that the process of integrating ICT into the study plan of the schools analyzed has not been systematically fostered, which is calling into question the effectiveness of the respective initiative. Among the weaknesses observed we find: the lack of a specific document of guidelines for the operationalization and implementation of the respective initiative at the level of Secondary Education in schools; lack of financial resources to support the effective integration of ICT in the study plans of the schools analyzed – with a direct consequence both in the continuous training of teachers and in the acquisition, maintenance, replacement and updating of technological resources – allied to the lack of projects to articulate ICT and pedagogy at the level of the schools involved in the study. Among other weaknesses, those mentioned are, on the one hand, obstacles that make the impact and, consequently, the intended transformations to reach objectives that seem impossible in relation to the new training of professionals within the strategies for implementing ICT policies outlined in the study plans, and, on the other hand, the respective obstacles may compromise the set of investments already made and position most schools as lagging behind, considering the state of regression they are in.Programa Doutoral em Educaçã
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
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