Search

Collective bargaining should give priority to training aspects in business policy with the aim of increasing the knowledge and professional development of employees, addressing aspects as varied as the ongoing development of skills and professional qualifications, the definition of individual rights to training, individual leave for this purpose, and especially training activities, promoting their quality and the application of subsidies to finance them. However, despite the leading role of collective bargaining in bringing training closer to workers and meeting the needs of employers to improve the skills of the workforce and improve productivity, there are still many gaps in the practice of collective bargaining. However, after the conventional search carried out, it is also possible to locate agreed regulations that give a prominent role to training, based on its consideration as a strategic element that makes it possible to make business competitiveness and productivity compatible with the importance of providing workers with the knowledge and practice appropriate to the professional skills required within the framework of a lifelong learning process, as required by European bodies.

This study delved into the impact of integrating cognitive and practical skills within the National Certification II (NC II) in Commercial Cookery on student preparedness and assessment outcomes. The objective is to enhance vocational training programs by analyzing the relationships between these variables and identifying areas for improvement. Using an embedded mixed-methods approach, the research combined quantitative and qualitative data for a comprehensive analysis. Surveys were employed to measure cognitive skills, practical skills, preparedness, and assessment performance among NC II students, while qualitative insights were obtained from interviews and focus group discussions with educators and students. Pearson correlation coefficients indicated very high positive correlations between cognitive skills and practical skills (r = 0.929) and between preparedness and assessment outcomes (r = 0.917), with p-values of 0, highlighting the strong interdependence of these variables and their significant impact on educational performance. The study emphasizes the importance of integrating cognitive and practical skills in vocational education, demonstrating that improvements in these areas are closely connected. Additionally, the significant relationship between preparedness and assessment outcomes underscores the need for thorough preparation to achieve better results. Based on these findings, recommendations include developing targeted educational strategies to bolster both cognitive and practical skills and enhancing preparedness efforts. Future research should focus on exploring the longitudinal impacts of these interventions and applying the findings to broader educational contexts to further validate their effectiveness.

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.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Knowing the barriers to the inclusion of people with intellectual disabilities in Brazilian vocational education is the purpose of this integrative literature review, whose guiding question is: What are the obstacles to the inclusion of people with intellectual disabilities in vocational training in Brazil? It began with an exploratory review, in the Scopus, ERIC, SciElo, and CAPES databases, using the descriptors "intellectual disability," "vocational training," and inclusion and the respective terms in English and Spanish. We then identified 5 journals, validated by experts, which published between January 2011 to April 2022, 3,268 articles. After reading the titles in the abstracts, 3,237 were excluded for not dealing with the topic. Of the 31 remaining articles, 17 were excluded after reading the abstracts because they were not related to the objective and/or guiding question. After reading the full text, of the 14 remaining articles, 6 were excluded for not meeting the inclusion criteria, and the review corpus was composed of 8 articles. The obstacles pointed out in the studies were categorized as: the legal apparatus; the low level of schooling; the educational environment; the teaching and assessment methods; low investment in the continuing education of teachers; and little family support. It is considered necessary to expand the access of these students in professional education and it is recommended the establishment of partnerships between Special Education Schools and Professional Schools, where the level of schooling is not a prerequisite for access, with new teaching and assessment methodologies, to enable the permanence and success of these students in professional education. [ABSTRACT FROM AUTHOR]

Since some time, many authors stated that our Culture has removed emotional and transference dynamics from the educational relationship. For this reason, Pedagogy has to think about pedagogical eros and pedagogical transference as dynamics which always are active in the relationship between educators and students. Therefore, this operation requires a group-training of skills related to the way of thinking and the way in which personal and Community educational actions are thought. Psychoanalysis could give to Pedagogy epistemological and practical insights which are interesting in order to use pedagogical eros and transference. The article aims to understand how pedagogical transference could be used in the educational actions and, on the other hand, it attempts to reflect on what characteristics should have a vocational training aware to pedagogical eros.

La evaluación tiene un papel definitorio en la formación profesional de cualquier carrera y la Educación Física no es la excepción. El valor que se le otorga en los trayectos formativos debe ser sometido a análisis verdaderamente críticos, que consideren sus estatutos fundamentales sostenidos bajo esa impronta que ha legitimado incontables mecanismos de gobierno, que han limitado categóricamente los márgenes de manifestación de la sociedad en su totalidad. Desde esta perspectiva, se han establecido incontables y diversos procesos de cuantificación, bajo el nombre de evaluación, operando en nombre del tan proclamado progreso, pero que no han hecho más que reforzar permanentemente el poder coercitivo de las tecnologías gubernamentales en las democracias occidentales, pero, como se podrá observar en el siguiente texto, definidas hacia el desarrollo de las libertades más avanzadas, instituyendo el condicionamiento de ser siempre, y casi exclusivamente, posibles de ser resueltas por el propio accionar del ser humano. Abstract The evaluation has a defining role in the professional training of any career, and Physical Education is no exception. The value that is given to it in the formative paths must be subjected to truly critical analyzes, which consider its fundamental statutes, under that imprint that has legitimized countless mechanisms of government, which have categorically limited the margins of manifestation of society as a whole. From this perspective, countless and diverse quantification processes have been established, under the name of evaluation, operating in the name of such proclaimed progress, but that have only permanently reinforced the coercive power of government technologies in Western democracies, but, as can be seen in the following text, defined towards the development of the most advanced freedoms, instituting the conditioning of being always, and almost exclusively, possible to be resolved by the human being's own actions.

This paper aims to evaluate the impact of gamification as a practice of teaching entrepreneurship on the entrepreneurial intention. We applied the FishBanks simulation to entrepreneurship classes of a Brazilian technical business course at the Federal Institute of Rio Grande do Norte (IFRN). We adopted as an identification strategy the use of the methods of difference-in-differences, combined with propensity score matching and quantile regression to investigate the impact of gamification on entrepreneurial intention of the students of a technical business course. The sample was composed of 191 students on a longitudinal panel of two periods, with 106 students in the treatment group and 85 students in the control group, totaling 382 observations. The results indicate a positive and statistically significant impact of the use of the business game on the entrepreneurial intention. Furthermore, we observed a higher impact of gamification in entrepreneurial intention of the students in the first quartile of the entrepreneurial intention.

It examines the characteristics and behavior of the piauiense labor market with the purpose of identifying demand and trends of professional training. For the State of Piauí, the level and sensitivity of occupation to economic variations by group of activities, the existence of occupation trends due to economic activities and the requirements of professional training for the exercise of occupations are investigated. A longitudinal and descriptive study of a statistical method is carried out with the objective of analyzing the relationship between the variables labor market, economic activities and professional training needs of the occupation. It was verified characteristics and tendencies specific to the occupation of Piaui by groups of activities, facing the economic dynamics. It was evidenced the existence of quantitative needs of diverse professional training, according to the qualification requirements of large occupational groups, the participation of economic groups in the total occupation and the type professional training - free offer professional qualification and secondary level technician. [ABSTRACT FROM AUTHOR]

ABSTRACT This study aimed at carrying out a systematic review on violence with regard to vocational training in the fields of Education and Physical Education (PE) from 2000 to 2017. The following descriptors were used: formação profissional e violência , violência e docente; vocational training and violence, teacher training and violence, formación professional y violencia, formación del profesorado y violencia. After the methodological procedures, 25 articles were selected for analysis. Considering the fields mentioned, the results showed the shortage of productions on the subject. The social responsibility of educational institutions is emphasized in the sense of addressing the subject, whether regarding vocational training and/or continuing education.

Copyright of Educação em Revista is the property of Educacao em Revista 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 Secretariat of Distance Education of the Federal University of Rio Grande (FURG) enabled two professional training courses with pedagogical and technological support through the Distance Education modality (DE), in order to qualify the work of Administrative Technicians in Education (ATE) who work in the administrative spaces of the Institution. Within this context, this qualitative research aimed to understand how the ATE relate the courses in distance education with their daily practice. The data were produced through a questionnaire and analyzed by the Collective Subject Discourse method and from the analysis was generated the discourse "relationship between the lived experience and daily work activities", which supported some reflections, demonstrating the contribution of this developed education from the University's distance education structure. The speech expressed by the speech denotes advantages attributed by the subjects to the formation through the DE. The results reinforce that this modality, as a strategy, is effective in fulfilling the institutional objective of providing qualified training to the technical staff, paving the way to boost the development and hone skills necessary for the performance of the ATE activities. In addition, the formative strategy strengthens DE within FURG. [ABSTRACT FROM AUTHOR]

Copyright of Farol - Revista de Estudos Organizacionais e Sociedade is the property of Farol - Revista de Estudos Organizacionais e Sociedade 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.)

Business simulators are a teaching-learning tool that seeks to facilitate active learning based on problem solving, encouraging students to analyse, make decisions and evaluate. In this paper we present a study whose objective was to analyse the results of the application of business simulators to a section of the Faculty of Accounting and Administration, Xalapa region, of the Universidad Veracruzana. Through cross-sectional descriptive research it was determined if a significant learning was really achieved, apart from its application, through the self-evaluation of the techniques addressed and the evaluation of results by the teacher. The results obtained portray business simulators as a unique tool to create an effective teaching-learning environment, which offers a comprehensive vision of theoretical knowledge through the dynamic market relations present in business management practiced knowledge and techniques provided in various subjects, which gives it a greater pedagogical value. With the findings of this analysis, valuable raw material is available for the design and implementation of the University's own business simulator project, which is in the process of being developed.

This article provides a critical analysis of the scientific production of professors who work in public higher education institutions in the Midwest of Brazil. For involving investigations, selections and literature's registrations on the researched object and, documentary analysis, a bibliographic research was carried out, considering that part of the research is doctoral theses analysis. For data analysis, it has used quantitative and qualitative approach. The analyzes indicate biological and biodynamic character's hegemony in the scientific productions of the analyzed teachers, particularly in the major thematic tendencies and theoretical references used in doctoral theses. This tendency reflects an overall view of this area in the last few decades, which favours the fragmentation of the knowledge of Physical Education in biological and health sciences (natural sciences) and, human and social sciences (human sciences), prevailing the biological sub-area at the expenses of the socio-cultural and pedagogical sub-areas. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos PAGU is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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 language study is inserted in an environment in which the printed text shares space with images, sounds, videos, and countless digital resources. This reality requires skills to deal with reading and writing, while the teacher plays the role of instructor with great responsibility. Thus, recognizing the importance of this professional in the teachinglearning process, this study aims to identify the digital competences necessary for the 21st century educator. For this purpose, in addition to the concepts of digital literacy and competence, different theoretical-methodological perspectives were approached, namely: (a) the proficiency level of teachers by the DigiCompEdu and (b) the relationship between digital technologies and pedagogical practices, with the TPACK, the SAMR method, and the digital competence model for teachers. The data analysis evidenced a series of competences that will allow teachers not only to deal with digital technologies while teaching, but also to help their students to critically and creatively use the digital information and communications technologies (DICT). [ABSTRACT FROM AUTHOR]

ABSTRACT In Chile, the training of physical education teachers has traditionally been based on hygienist models, within the bio-metric paradigm. Due to the social changes and the needs of the country, the implementation of reflective models of professional practice in the teacher training programs in Physical Education is encouraged. At the Universidad Católica del Maule (UCM), the model of professional competences in the Physical Education program is developed, in which the possible domains of development are determined by identifying the minimum knowledge articulated transversally by performing vertical adjustments through the different semester modules throughout the formative itinerary. This proposal has been placed as a success, but the work by competencies still lacks more didactic coordination and curricular adjustments, and a continuous review, a, situation that is normal in any vocational training proposal.

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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 Trabalho & Educação is the property of Work & Education of the Graduate Program, Faculty of Education, Federal University of Minas Gerais 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 academic extension in Brazil is currently updated as an instrument used by Higher Education Institutions that use the realization of their social commitment, in which there is exchange of knowledge with society, that is, a dialogue of saber. Given this, the objective of this article is to analyze the relationship between academic extension projects and the professional education of students in environmental management technology. With a content analysis perspective, bibliographic research and interviews were conducted; After collecting data, implement appropriate content analysis to identify and discuss the most relevant points between extension activities and the teaching and learning process in the indicated course., even with limited permissions, with academic extension for student training, as this is a feature of greater integration between academy students and advanced students from partner communities, or has offered participants involved in not only technical but also a whole human being and its various dimensions (social, political, economic, human, among others). [ABSTRACT FROM AUTHOR]

This paper aims to analyze the dissemination of content on physical culture by the media and develop ideas about the training of Physical Education teachers. The media, while diffusing institution information, it uses its power to convey symbolic references to bodily beauty models associated with notions of health are not always consistent with the reality of the majority of the population, spreading the elements of physical culture as a major means for this purpose. Being a local school for building/dissemination of knowledge, it is up to their teachers analyze such media messages and work with students in order to question them and relates them to the best reality brought. Thus, training courses for teachers in Physical Education are the gateway to the start of this type of questioning, enabling subjects to access the theoretical elements so that they can reflect on the information and images transmitted by the media, including mainly the spectacle of the sport, this study focus. As above, the foregoing discussion is of fundamental importance for the future teachers have access to knowledge about how the information related to the body and bodily practices are produced and disseminated in society today. Consequently, these individuals may perform a reading quality content circulating in the media through put and may have a different future role in society, against standards of beauty, health and pre-established body.

RESUMO Objetivo Analisar as contribuições da Fonoaudiologia no processo de inserção no ambiente laboral de jovens com síndrome de Down (SD), tendo em vista sua profissionalização. Método Foi aplicado um questionário em oito alunos de graduação, que fazem parte de um projeto de extensão com pessoas com síndrome de Down, cinco mães das pessoas com SD e quatro funcionários da instituição onde são realizados os estágios. As temáticas exploradas nas questões envolviam aspectos da comunicação, comportamento, interação social, autonomia e independência dos estagiários com síndrome de Down. Os jovens participantes do projeto com SD, denominados estagiários, passaram a fazer parte da rotina de trabalho de cinco setores da universidade em que se realizou a pesquisa. O estudo se caracteriza como descritivo e transversal e os dados foram analisados quanti e qualitativamente, e foi aprovada pelo comitê de ética em pesquisa da instituição de origem. Resultados Segundo os dados pesquisados as habilidades de linguagem das pessoas com SD foram consideradas boas, no entanto as mesmas não estavam efetivas para o mercado de trabalho. Após a inserção em um ambiente de trabalho, foi visto que houve mudanças significativas tanto na comunicação como na autonomia dos sujeitos do estudo. Os mesmos, não são independentes, mas após o estágio também foram perceptíveis mudanças no comportamento social, bem como na sua autonomia. Conclusão Houve mudanças no comportamento social, maior uso da autonomia e ganhos na comunicação, contribuindo no empoderamento dos jovens com síndrome de Down.

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.)

In this text we discussed about the experience of the construction of educational policy developed by the Municipal Secretary of education of Uberlândia, State of Minas Gerais, with data from source of a research developed in the period from 2014 to 2016, that was founded on the methodology the action research. The documents - records of the conversation circles and mini forums - produced by action research, were made available for the realization of documentary analysis, with qualitative approach. We analyzed records of the conversation circles and mini forums held in the elementary school, announcements, memorial, survey on the reality of education in Uberlandia and municipal law 11.444/2013. The results of the analysis showed the importance of this law, which was based on the construction of municipal public education policy which purpose was to ensure that popular classes receive free, popular, and public education with socially referenced quality. They showed the centrality of democratic management in promoting popular public schools, the participation of professionals and others parties interested in free public education, in collective spaces of discussion and elaboration of pedagogical actions. And, also, about propositions regarding training with the education professionals as public educational policies. They revealed the approximation of values and guidelines present in the documents analyzed, with the propositions of the field of popular education. [ABSTRACT FROM AUTHOR]

Copyright of Informacao & Sociedade: Estudos is the property of Universidade Federal de Campina Grande, Centro de Humanidades 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 GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

La articulación vertical promueve el acceso de los estudiantes de educación media a educación superior; asimismo, permite que estos puedan transitar fluidamente entre estos dos niveles formativos, mediante el reconocimiento de los aprendizajes adquiridos previamente. En este contexto, el objetivo de este artículo es determinar la factibilidad de una articulación vertical entre los Colegios Técnicos Profesionales que ofrecen el título de nivel medio en Contabilidad en la región del Maule y Bío-Bío y las Universidades de las mismas regiones que dicten la carrera de Contador Público y/o Auditor en Chile con el fin de establecer un modelo o propuesta de articulación curricular entre estos dos niveles formativos. Desde el punto de vista metodológico se realizó un análisis exhaustivo de los planes y programas de estudios de estas instituciones para establecer un modelo eficaz de articulación. La propuesta considera articular seis asignaturas como mínimo, una de cada área de formación, las cuales tendrían que ser cursadas por los estudiantes durante la enseñanza media y todas las Universidades debieran ofrecer durante el primer semestre. Lo anterior permitiría a los estudiantes de educación media convalidar los aprendizajes adquiridos y con esto disminuir el tiempo de permanencia en la Educación Superior para promover así una salida temprana al mercado laboral.

The goal of this research was to study the health and safety issues at work in vocational training centers. 76 participants (managers, professionals, vocational trainers and students) went through a process of individual and collective interviews, self-administered questionnaires and observation. An analysis of documents on health and safety was also performed. This allowed us to study the experiences surrounding health and safety at work, prescriptions about activities, approaches, roles and factors affecting representations and learning. Students were mainly from Hairdressing (20) and Automated Systems Electromechanics (19) courses. The results show different representations depending on the group of actors. Some students were more worried about their health and safety at work than perceived. Health damage was more frequent for hairdressing students. There were also gender approaches on health and safety at work. The discussion focuses on research methods and approaches, HSW approaches, interventions resulting from the research and elements in need of further development.

This paper aims to report what is the importance elite judo coaches give to vocational training, in order to plain, prescript and control the training process. The paper is using a qualitative approach, and can be classified as a multiple case study. Eight judo coaches have been intentionally selected to take part of the research. Interviews have been performed with the coaches in two different moments: the first part was structured and the second part was semi structured. This study sample was composed by young coaches (37.4±3.8 years), who have already conquer expressive results in their carriers. They all have physical education degrees, while six of them are post-graduated (four specialists and two masters). We could observe that, for this group, the vocational training has always been of essential importance in their carriers as sportive coaches. [ABSTRACT FROM AUTHOR]

The tutor has special relevance for the success of a virtual learning experience; the skills of a classroom teacher are not enough. Training processes for tutors are required to develop the necessary skills to perform the role that covers technical, pedagogical, social and administrative issues. This article presents an overview of the role of the tutors in virtual learning environments, the need to train these professionals and the experience of a Course on Tutoring, developed for the Center for Training, Experimentation and Educational Research. The Center has trained in a three-year period 1,611 tutors, to work in virtual courses offered to teachers by the Chilean Ministry of Education. The course is described, together with its instructional design, and its main results, like the high degree of retention and value assigned, all of which is understood as the first step in a process that is complemented by experience to become a virtual tutor.RESUMENEn el éxito de una experiencia formativa virtual, la figura del tutor cobra especial relevancia, las competencias de un docente presencial no son suficientes. Se requiere procesos formativos para que los tutores adquieran las competencias necesarias para desempeñar su rol que abarca las áreas técnica, pedagógica, social y administrativa. Este artículo presenta una visión general del rol del tutor en los entornos virtuales de aprendizaje, las necesidades de formar a estos profesionales y la experiencia del curso de tutores desarrollado para el Centro de Perfeccionamiento Experimentaciones e Investigaciones Pedagógicas que ha formado a los largo de tres años a 1.611 tutores, para actuar en los cursos virtuales que el Ministerio de Educación Chileno ofrece a sus docentes, se presenta el curso, su diseño instruccional, los principales resultados, como el alto grado de retención y valoración de esta instancia formativa, la cual se entiende como el primer paso de un proceso que se complementa con la experiencia de convertirse en un tutor virtual.

Through both their initial education and later vocational training, learners are more or less directly introduced to the working world so they can be prepared to face up its challenges. Yet it is widely acknowledged that, once in the field, they not only put what they have learnt into use, but they enrich it with first-hand experience too. Presenting a case study of some difficulties a young trainee faces with the latter aspect, this paper argues that the process of forming one's experience is best understood (by the searcher), encouraged (by the educator) and carried out (by the learner himself) when considered in the first place as a relational interaction. ___ Pour se préparer à relever les défis du monde du travail, les jeunes en insertion peuvent s'appuyer sur leur formation initiale, souvent suivie d'une formation professionnelle. Cependant il est largement admis aujourd'hui qu'ils ne se contenteront pas d'appliquer ce qu'ils ont appris : ils vont aussi s'enrichir de leur confrontation aux réalités du terrain. A partir de l'exemple d'un jeune apprenti en difficulté sur ce dernier plan, nous voudrions montrer que le processus de construction de l'expérience chez un débutant est mieux compris du chercheur, mieux accompagné par le formateur et mieux vécu par l'intéressé lorsqu'on l'envisage d'abord sous l'angle des interactions sociales. ___ Los estudiantes a lo largo de su educación inicial y más tarde en el ámbito vocacional, reciben información sobre el ambiente de trabajo con el fin de que salgan preparados para enfrentar algunos retos. Aún así se sabe que, una vez que están en campo, no solo aplican lo que han aprendido, sino que también enriquecen de primera mano su experiencia. Al ofrecer casos de estudio sobre algunas dificultades con las que el joven estudiante podría enfrentarse en este último aspecto, la presentación nos invita a ver que el proceso de formación que uno experimenta se entiende mejor (por el investigador), es mejor inducido (por el educador) y efectuado (por el estudiante mismo) cuando se considera en primer lugar una interacción social.

This dissertation aims to analyse vocational qualification devices developed by the Government of England, which enable the recognition of knowledge constructed by the subject during the work experience. This study was carried out by means of bibliographical and documentary research, which sought to identify elements in the discourse of the State, the business community, the researchers and workers about the tensions involving the creation of devices of vocational qualification and recognition of knowledge in the country. Whereas the development of mechanisms aiming the recognition of work knowledge cannot be released from discussions on education and vocational training, the research begins with a historical analysis on the development and changes of policies that deal with vocational qualification. It was noted that the collapse of the Taylorism and Fordism models of production, accompanied by the global economic recession that began in 1973, resulted in the growth of State intervention in initiatives in the vocational qualification domain. In this context... ___ Esta dissertação tem como objetivo analisar os dispositivos de certificação profissional elaborados pelo governo da Inglaterra, que procuram viabilizar o reconhecimento de saberes construídos pelos sujeitos durante a experiência de trabalho. Este estudo foi desenvolvido por meio de pesquisas bibliográfica e documental, nas quais se buscou identificar elementos nos discursos do Estado, do empresariado, da academia e dos trabalhadores sobre as tensões que envolvem a criação de dispositivos de certificação profissional e reconhecimento de saberes no país. Considerando que o desenvolvimento de mecanismos voltados para o reconhecimento de saberes do trabalho não pode ser desvinculado das discussões sobre a educação e a formação profissional, partiu-se de uma análise histórica sobre a elaboração e as modificações de políticas que tratam da qualificação profissional. Constatou-se que o colapso do modelo de produção taylorista-fordista, acompanhado pela recessão econômica mundial iniciada em 1973, implicou no crescimento da intervenção do Estado na condução de iniciativas nessa esfera. Nesse contexto...

In higher education, new challenges to carry out the teaching process, extension and research taking into account new scenarios and the context in which our country is developed, where the primary responsibility of teachers it is the consolidation of the political-ideological and value formation. As an alternative to achieve this projected generational exchanges of students in the regular day course with students of the Chairs of the Elderly. The formation of values and cultural identity from this perspective conveyed moral and ethical values, led to changes in attitudes and behaviors. From the exchange of personal experiences are not reflected in any literature, as protagonists of events that today contribute to the history and identity of the territory and the country, training of professionals achieves a high level of social commitment and professional with an ethical conscience, bearer of professional commitments, social, fully aware of their duties and responsibilities of citizenship, linked to theoretical training, a broad scientific, technical and very humanistic, which can provide answers to social demands when society and the educational context so requires.

With the objective to stimulate the use of irrigation and the electric energy fee reduction during night time program granted by the 2004 Federal law, the Government of the state of Paraná, Brazil launched the Night Irrigation Program - NPI. Beyond this discount, the farmer that adheres to NPI will get additional benefits, as completion of the electric grid without cost, subsidized financing of equipment, technical assistance, support with environmental farm compliance, and the possibility of replacing the entire pump energy matrix. As part of the NPI strategy of action, installation of learning centers for irrigation technology was planned in agricultural schools, thus contributing both to improve technical professional training in agriculture, and for the dissemination of knowledge in irrigated agriculture, in order to increase agricultural productivity.Com o objetivo de estimular o uso da irrigação e utilizando-se de descontos na tarifa de energia elétrica concedidos por lei federal, em 2004, o Governo do Paraná lançou o Programa de Irrigação Noturna - NPI. Além de descontos, o agricultor que aderir ao NPI contará com outros benefícios, como complementação da rede elétrica sem custo, financiamento subsidiado de equipamentos, assistência técnica oficial, facilitação quanto à adequação ambiental da propriedade, possibilidade de substituição da matriz energética do conjunto moto bomba. Como parte da estratégia de ação do NPI, previu-se a instalação de centros irradiadores da tecnologia da irrigação em vários colégios agrícolas, contribuindo, desta forma, tanto para a melhoria na formação do profissional técnico em agropecuária quanto para a disseminação dos conhecimentos em agricultura irrigada, visando ao aumento da produtividade agrícola.

O objetivo deste texto é trazer elementos para o debate sobre a formação profissional no contexto da contrarreforma da educação superior no Brasil e suas implicações para o Projeto Ético-Político do Serviço Social. Será explicitado como se tem evidenciado a lógica quantitativa em detrimento da qualidade do ensino. Retomam-se os princípios formativos que orientam a formação profissional em Serviço Social, ressaltando as Diretrizes Gerais da Abepss (1996). Por fim, busca-se resgatar as lutas e estratégias de enfrentamento construídas democraticamente e incorporadas pelas entidades organizativas do Serviço Social brasileiro a fim de ampliar este debate e reafirmar a defesa do projeto profissional.The aim of this paper is to bring elements to the debate on professional training in the context of the counter-reform of higher education in Brazil and its implications for the ethical-political social work project. It will be explained as the quantitative logic has been made evident at the expense of the quality of education. We resume the principles that guide the professional training in social work, highlighting the Abepss General Guidelines (1996). Finally, we try to rescue the struggles and coping strategies democratically constructed and incorporated by organizing entities of the Brazilian Social Service to extend this debate and reassure the defense of the professional project.

In todayʼs information and knowledge society, information and knowledge technologies (IKT) reach all sectors of society. Their use in business activities has greatly expanded, with most companyadministrative processes now performed using technological tools. This makes it necessary to acquire new vocational skills (information literacy, decision-making, problem-solving and learning to learn, for example) and methods of working (collaborative and team work).Educational innovation consists of those changes introduced into educational practices, changes introduced through the incorporation of technological media, which are giving rise to the use of newteaching and learning strategies, and new roles for teachers and students.For this study, we are using a mixed methodology, as some authors affirm, also called multimethod:qualitative and quantitative. In this educational innovation, we are implementing the following tools: Learning Management System with Moodle, a free virtual platform hosted in an external server; and Google Apps, a set of applications that allow communication, collaboration and state-of-the-art infrastructures. All these resources are currently free-of-charge and within the reach of any educational institution.

Apresenta-se o papel desempenhado pelo Instituto de Matemática Pura e Aplicada, criado em 1952 pelo Conselho Nacional de Desenvolvimento Científico e Tecnológico, na formação de pesquisadores matemáticos no país. Mostra-se como este instituto, bem como a matemática ali produzida, serviram para a formação do campo científico de matemáticos no Brasil. Os principais resultados apontam para: a consolidação de linhas de pesquisa em Sistemas Dinâmicos, Álgebra, Análise Matemática, Geometria Diferencial e Estatística Matemática; a preocupação de formar pesquisadores para atender as demandas de quadros docentes das universidades brasileiras, produzir matemática e recrutar alunos "talentosos" visando garantir a formação de pesquisadores e a produção de matemática de qualidade. A rede de influências estabelecida pelos pesquisadores do instituto extrapolou seus limites, uma vez que os líderes ocupavam posições importantes nos órgãos de fomento e em outras instituições e sociedades intelectuais. O discurso dos pesquisadores revela a hierarquia acadêmica e o corporativismo reinante na instituição assim como seu prestígio na comunidade científica.This article presents the role played by the Institute of Pure and Applied Mathematics - Impa -, created in 1952 by the National Council for Scientific and Technological Development, in the education of researchers in mathematics in Brazil. It shows how this Institute, as well as the knowledge of mathematics it produced, contributed to build the scientific field of mathematicians in the country. Its main results indicate the consolidation of lines of research such as Dynamic Systems, Algebra, Mathematical Analysis, Differential Geometry, and Mathematical Statistics, as well as a concern about the education of researchers to meet the demands of the teaching staff of Brazilian universities, to produce mathematics and recruit "talented" students to ensure the education of researchers and high quality mathematical production. The network of influences established by the Institute's researchers surpassed its limits, as its leaders had important positions in funding agencies and other scientific Institutions and societies. The discourse of these researchers reveals the academic hierarchy and the corporatism in force in the institution, as well as its prestige in the scientific community.

El siguiente texto resume una investigación que se ha realizado durante los cursos 2006/7 y 2007/8 para analizar la empleabilidad de los inmigrantes en la Unión Europea. Para ello, se han llevado a cabo estudios en España, Francia y Holanda. El primer objetivo de la investigación ha sido descubrir las claves que permiten explicar mejor las circunstancias que favorecen un mayor acceso al empleo de los inmigrantes y una mayor continuidad en el mismo. El segundo objetivo, ha consistido en elaborar una serie de recomendaciones para fomentar la empleabilidad de los inmigrantes y una mayor y mejor integración en la sociedad europea. Nuestro artículo anticipa los resultados del equipo de investigación español.--------------------------------------------------------------------This text brings together the results of research undertaken during 2006/7 and 2007/8 in order to analyse the employability of immigrants in the European Union. To this end, studies were carried out in Spain, France and the Netherlands. The first goal of the research was to discover a better description of the circumstances favouring access to the labour market for immigrants and their continuity in employment. The second aim was to draw up a series of recommendations to boost employability amongst immigrants as well as greater and better integration into European society. Our article here deals with the results of the Spanish research team.

Pretende-se abordar neste artigo a discussão sobre formação e conhecimento focalizando o tema nas reiteradas afirmações de que as sociedades atuais, em âmbito mundial, são "sociedades do conhecimento". Por essa razão, numa primeira parte será discutida essa formulação, assim como o conceito de "formação", para, em uma segunda, estabelecer-se a relação entre conhecimento e formação e desta com a educação escolar, em geral, e com a profissional, em particular.This article approaches the discussion on education and knowledge focusing on the subject of the reiterated statement that present societies are "knowledge societies" on the world level. Thus, the first part of the text discusses this formulation, as well as the concept of "education", and its second part establishes the relationship between both of them, as well as the relationship between "education", school education in general and professional education in particular.

The Physical Education has been changing throughout its history both in its nomenclature and its purpose. The interest on the Stage in Supervised Physical Education, discipline of a higher percentage in the curriculum of the course, aroused doubts about its methodology, its practical implementation, supervision and guidance to the course of its implementation. The Stage Supervised should be a moment of reflection of educational performance, time to relate the knowledge gained in IES (Higher Education Institutions) with the actual situation on stage. The study aimed to find evidence in the literature and answers to clarify issues regarding the supervised practice. In the discussions and results was possible to verify many views in terms of the contribution supervised vocational training, positive and negative aspects that strengthen the idea that transcends the bureaucratic supervised, it is a collaborator and essential tool for the Vocational Training Physical Educator. As proposed for the situation found, we suggest the creation of a "core of Stage" in the IES that guides the student-trainee on issues regarding of the supervised and its achievement.

En este artículo se presenta la propuesta de un marco reflex i vo para la evaluación que integra aquellos aspectos, variables y condicionantes que influyen en la intervención socioeducativa y deben ser considerados para la mejora de la evaluación de la misma. Las sugerencias que se plantean parten de la experiencia de evaluación externa de un plan de desarrollo comunitario: la Iniciativa Comunitaria Urban-El Temple de Palma de Mallorca, que se realizó entre los años 1997 y 2001 y, de forma específica, de los programas de inserción para el empleo. ------------------------------------------------------------------------- In this article we propose a theoretical model to make a global assessment of all the dimensions, variables and conditions that have to be considered to improve the assessment itself. These proposals came from our experience making the external assessment of a social community development experience:the El Temple-Urban Community Initiative in Palma de Mallorca that took place between 1997 and 2001 and, more specifically, socioemployment insertion programmes.

A cooperação entre profissionais está mais presente no discurso do que nas práticas. Na formação inicial será preciso ater-se ao estado atual da profissão, antecipar suas evoluções previsíveis e tentar orientá-las? As práticas de referência na formação profissional são diversas, têm evoluído muito e estão sujeitas a controvérsias. No entanto, se a cooperação apresenta-se como uma necessidade para a formação, outras questões se colocam. Que identidade, que relação com os outros e com a organização, que competências, que conhecimentos desenvolver para além do entusiasmo com o tema ou de sua obrigatoriedade, uma vez que essas posturas só produziriam efeitos negativos?Cooperation among professionals ends up being more mentioned in statements than put into practice. Is it necessary to follow the current status of the profession, anticipate its expected evolution and try to guide it during initial teacher training? Professional teacher training includes reference practices of various types, but they have evolved a lot and are subject to controversies. However, if cooperation is regarded as something that is needed for teacher training, other issues arise. What identity, what relationship with others and with the organization, what competences, what knowledge to develop beyond keen enthusiasm with the theme or its obligatoriness, since these postures would only produce negative effects?

Starting from the theoretical framework on local heritage and sustainable development according to the literature on cultural goods, as well as, born of reflection in social pedagogy, according to the perspective of a local approach and committed to the enhancement of development and dissemination of endogenous skills to communities, this article examines the implications of professional course of Initial and Continuing Training in Serra Geral - developed by the Federal Institute of Santa Catarina (IFSC) Campus Florianópolis Continent. The contribution analyses their spatial and productive relations with the gastronomic cultural heritage of the slopes of the Serra Geral - SC. and the importance of addressing the training through a system approach that adequately ensures the sustainability of the education actions. The study, based on qualitative methodology developed interviews with graduating students, local residents and managers, teachers and educational managers. The work explains and analyses perceptions of individuals about: learning and their relations with the habits, customs and local agricultural production; teaching methodology developed during the course units; the general impression resulting from learning processes; expectations and hopes for further training; knowledge of culinary dishes which characterize the identity. Conclusions open to the possibilities for future studies. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the dissemination of content on physical culture by the media and develop ideas about the training of Physical Education teachers. The media, while diffusing institution information, it uses its power to convey symbolic references to bodily beauty models associated with notions of health are not always consistent with the reality of the majority of the population, spreading the elements of physical culture as a major means for this purpose. Being a local school for building/dissemination of knowledge, it is up to their teachers analyze such media messages and work with students in order to question them and relates them to the best reality brought. Thus, training courses for teachers in Physical Education are the gateway to the start of this type of questioning, enabling subjects to access the theoretical elements so that they can reflect on the information and images transmitted by the media, including mainly the spectacle of the sport, this study focus. As above, the foregoing discussion is of fundamental importance for the future teachers have access to knowledge about how the information related to the body and bodily practices are produced and disseminated in society today. Consequently, these individuals may perform a reading quality content circulating in the media through put and may have a different future role in society, against standards of beauty, health and pre-established body. [ABSTRACT FROM AUTHOR]