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Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of HOLOS is the property of Instituto Federal do Rio Grande do norte - IFRN and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista Iberoamericana de Ciencia, Tecnologia y Sociedad is the property of Centro de Estudios sobre Ciencia, Desarrollo y Educacion Superior and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Colloquium Humanarum is the property of Asociacao Prudentina de Educacao e Cultura (APEC) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ESPecialist is the property of ESPecialist and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A variable that runs through almost all Brazilian Portuguese dialects is the alternation between the pronouns 'tu' and 'você' to refer to the interlocutor, a phenomenon that has been addressed in by researchers from different theoretical perspectives, including Menon (2000), Corrêa (2002), Lorengian-Penkal (2004), Lucca (2005), Dias (2007), Lopes (2007) and Franceschini (2011). This paper aims at focusing on this alternation in the in the variety of Portuguese spoken in Rio Branco, Acre, with the specific purpose of examining whether this phenomenon is a case of true variation in which the selection of one of the variants may represent a mark of social identity by virtue of a possible assigning of prestige or stigma or whether, alternatively, it is a case of a truly functional choice in which both forms alternate to yield different discursive effects in terms of determining the reference to the second person. The investigation of 'tu' and 'você' departs from the database collected by the project Estudo da Fala Urbana de Rio Branco, which is composed of narratives of personal experience. This corpus was elicited and transcribed by researchers of the Grupo de Pesquisa Ecossistema Linguístico do Acre. The results point to an expressive predominance of 'você' in undetermined reference. When determined reference is at issue, the use of 'você' is preferred by informants with higher education level, and the use of 'tu' is preferred by informants with elementary and high school education level. This distribution clearly shows the assigning of a prestige value to the use of 'você'. Some cases of reported speech utterances were identified which represent a context potentially accessible to different role relationships between the interlocutors involved. In this context, choosing 'tu' or 'você' is motivated by the interaction situation: 'você' is used to indicate distance and formality and 'tu' is used to indicate familiarity and informality. [ABSTRACT FROM AUTHOR]

Copyright of Educação & Realidade is the property of Revista Educacao & Realidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação & Realidade is the property of Revista Educacao & Realidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Linguagem em (Dis)curso is the property of Revista Linguagem em (Dis)curso and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper had the general objective of exposing and analyzing the context of the general averages of the National High School Examination (ENEM) by area of knowledge, through data collected from the website of the National Institute of Educational Studies and Research Anísio Teixeira (INEP), over 10 years (2009-2018). It presents a brief analysis of the trajectory of secondary education in Brazil, as well as the idealization, implementation and reformulation of ENEM and the way in which the evaluation of this exam occurs. We started from the quantitative approach using descriptive statistics as a method of analysis of the collected data and carried out an exploratory research about the survey of the following areas of knowledge, namely: Languages and Codes and their Technologies, Mathematics and their Technologies, Human Sciences and their Technologies and Natural Sciences and its Technologies. For the collection, we performed a critical analysis of the data, using the technological tool Microsoft Excel 2013, employing some descriptive measures through the arithmetic mean, variance and standard deviation. The data reveal a discreet movement in relation to the average grades in all areas of knowledge, with a noticeable gap in the four areas of knowledge between the minimum, average and maximum grades, which allows us to conclude that there is a data alignment, ie, little progress in education in quantitative terms during such period. [ABSTRACT FROM AUTHOR]

Copyright of Sociologia, Problemas e Práticas is the property of Centro de Investigacao e Estudos de Sociologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dialogia is the property of Editorial Revista Dialogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumen Las aportaciones entre el conocimiento léxico y el morfológico son bidireccionales en el desarrollo de las capacidades lingüísticas. Estas relaciones se han estudiado ampliamente en las primeras etapas educativas vinculadas al desarrollo de la comprensión lectora mientras que no tanto en la adolescencia y primera juventud. Este trabajo aborda las relaciones que existen entre la productividad léxica, medida a través de una tarea de léxico disponible, y la conciencia morfológica derivativa en tres grupos de estudiantes, dos de educación secundaria (12 y 15 años) y uno de primer año de universidad (18 años) con una metodología pseudolongitudinal. Los resultados nos indican que, entre la diversidad de habilidades morfológicas incorporadas al estudio, las tareas de producción morfológica libre a partir de una base y un sufijo son las que mejor predicen la productividad en el vocabulario disponible. Así mismo, los resultados refuerzan la necesidad de continuar entrenado el conocimiento morfológico metalingüístico a lo largo de todas las etapas educativas preuniversitarias para favorecer el desarrollo del vocabulario. Abstract Contributions between lexical and morphological knowledge are bidirectional in the development of linguistic abilities. This relationship has been widely studied in the early educational stages, related to the development of reading comprehension, while not so broadly in adolescence and early youth. This paper addresses connections between lexical productivity, measured through an available lexicon task, and derivative morphological awareness in two groups of Secondary Education students (12- and 15-year-old) and a third group of first year of college students (18-year-old) with a pseudolongitudinal design. The results indicate that the task of free morphological production from a base and a suffix is the best predictor of available vocabulary, among the morphological skills incorporated into the study. Likewise, the results reinforce the need to incorporate metalinguistic morphological knowledge in pedagogical designs throughout all pre-university educational stages to promote vocabulary development.

Resumen Este trabajo tiene dos objetivos. El primero consiste en una revisión crítica y exhaustiva de una selección de libros de texto pertenecientes a editoriales con amplia presencia en los centros de enseñanza, para comprobar si la descripción de los contenidos del nivel morfológico favorece o no el desarrollo de la competencia gramatical. Concretamente, esta revisión se centra en (i) las unidades del análisis morfológico, (ii) los procesos derivativos de sufijación y prefijación, y (iii) el análisis de la estructura de las palabras, y nos ha permitido constatar que la transposición didáctica realizada por los libros de texto presenta numerosos problemas y obstáculos que dificultan el desarrollo de las competencias gramatical (morfológica) y metalingüística de los estudiantes. El segundo objetivo es poner sobre la mesa la necesidad de acudir a la teoría morfológica para hacer uso de los contenidos conceptuales y de las herramientas descriptivas que esta nos proporciona, con la intención de contribuir a mejorar la didáctica de la lengua y, en particular, la didáctica de la morfología en las aulas de Enseñanza Secundaria. Abstract This paper has two main objectives. The first one is to make a critical and exhaustive review of a selection of Spanish language textbooks from range of publishers with a strong presence in the educational centers, in order to check if the description of morphological level contents favours the improvement of the students’ grammatical competence or not. More specifically, this review focuses on (i) the units of morphological analysis, (ii) the derivational processes of suffixation and prefixation, and (iii) the analysis of word structure. The idea is to confirm that the didactic transposition included in the textbooks reveals problems and obstacles that prevent students to improve their grammatical (morphological) and metalinguistic competences. The second objective is to highlight the need to rely on the morphology theory, thus making use of its conceptual contents and descriptive tools, in order to improve the didactics of the Spanish language and, in particular, the didactics of morphology in secondary education classrooms.

Copyright of Revista Ibero-Americana de Estudos em Educação is the property of Jose Luis Bizelli, editor of Revista Ibero-Americana de Estudos em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumen En este trabajo se analizan las percepciones que alumnado y profesorado tienen acerca del papel que juegan las redes sociales en el ámbito de la escuela, identificando los diferentes sentidos y usos de los dispositivos tecnológicos en el contexto escolar. El objetivo de la investigación se centra en explorar las interacciones mutuas entre los escenarios virtuales y los escolares y los efectos que tienen ambos para el aprendizaje del alumnado, el currículo escolar y, de forma más extensa, respecto de la construcción de ciudadanía activa por parte de los jóvenes estudiantes de la Educación Secundaria Obligatoria. Para ello se desarrolla una investigación de corte cualitativo a través del diseño y aplicación de diez grupos de discusión con docentes y estudiantes de la ESO en cinco provincias españolas en los años 2012 y 2013. Los resultados muestran cómo las relaciones entre uso de la tecnología digital y rendimiento escolar se hayan mediatizadas por condicionantes socioeconómicos y culturales, así como por la necesidad de que la institución docente resignifique el carácter lúdico, participativo y horizontal de los nuevos medios digitales en el marco de una cultura de lo público y comprometida con el conocimiento reflexivo y el aprendizaje relevante. Abstract In this paper, students' and teachers' perceptions aboutthe role of social networks in the field of school are analyzed, identifying the different meanings and uses of technological devices in the school context. The aim of this investigation focuses on exploring the mutual interactions between virtual scenarios and school and the effects of both of the mon student learning processes, school curriculum and, more extensively, regarding the formation of the active citizenship by young students of Secondary Education. To achieve this goal, a qualitative research was developed that implied the design and implementation ten focus groups with teachers and students of Secondary Education. These focus groups were conducted in five Spanish provinces in 2012 and 2013. The results show how relationships between the use of digital technology and school performance have been mediated by the socioeconomic and cultural conditions, as well as the need for the educational institution to reinterpret the playful, participatory and horizontal nature of the new media in the context of a culture of the public and committed to reflective knowledge and relevant learning.

Copyright of Cadernos do Ceis 20 is the property of Imprensa da Universidade de Coimbra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian Journal of Applied Economics / Economía Aplicada is the property of FEA-RP, Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this paper is to promote a reflection on the relations established between education and development, primarily from the 1990s of the last century. The reason for this is due to the inadequacy of more or less direct character assigned to that relationship, making assume that the field of education has the ability to influence the economic and social development with the emphasis assigned to it by the media and even some official speeches. The concern with this issue is even more accentuated in recent years by both the role assigned to the Federal Institutes of Education, Science and Technology in this process, as the finding of a growing process of shifting public resources to private agencies working in the educational field and also by the investee which had been observed, both in public and in private, to promote changes within the Secondary and Vocational Education in order to improper relationships mentioned above.

Copyright of Revista Educação: Teoria e Prática is the property of Revista Educacao: Teoria e Practica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação & Realidade is the property of Revista Educacao & Realidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)