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Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao 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.)

This paper focuses on the recent production of multimodal writing in an indigenous community in Brazil, resulting from the equally recent introduction of literacy. Seeing this form of writing as part of the process of intercultural semiosis and cultural translation, the paper discusses how concepts of local indigenous oral culture and received wisdom interact with the Western concept of writing as the 'record' or 'representation' of speech, bringing to writing the indigenous notion of cultural 'enactment' or 'performativity'. In an effort to overcome a view of alphabetic writing as semantically only propositional, mimetic and decontextualized, the Kashinawá community, by adding visual components to alphabetic texts, appear to transform writing into contextualized performative 'poiesis' which simultaneously inaugurates a complex process of semiosis inseparable and only comprehensible from their local cultural perspective. [ABSTRACT FROM AUTHOR]

On the 9th of May 2020 "The Lancet," the leading medical journal, published an editorial referring to the current situation of the pandemic in Brazil, which is short of being disastrous, and describing Jair Bolsonaro, the Brazilian president, as the biggest threat to Brazil -- we would add to the world. In this paper, we enquire the issue of leadership, anti-intellectualism and nationalism by conducting a philosophical enquiry, whilst also questioning the role and shortcomings of the Brazilian educational system in sowing the seeds, and allowing this situation to develop in the country. This philosophical enquiry does not attempt to lay blame on the Brazilian educational system; rather, it is an attempt, an urge for reflection and self-reflection, so that the errs of the past may be remediated in the future; hopefully, a near future.

The importance of interdisciplinarity in the teaching-learning process has been much debated. This topic has challenged schoolteachers, who do not always manage to integrate interdisciplinarity into the school routine. This paper emerged from the discipline Research Methodology taught at the postgraduate course in education of Universidade Federal do Triângulo Mineiro. During this course, we sought to gain knowledge about the academic production related to interdisciplinarity in the teaching-learning process, mainly in terms of teacher training and teaching practice, published in dissertations and theses. We explored contents published from 2011 to 2016 in Brazil. The covered period was based on a search for recent productions on the proposed theme, conducted by using the database of the Brazilian Digital Library of Theses and Dissertations. Analyses of the documents pointed to the need to work interdisciplinarity during teacher training courses and to adopt an interdisciplinary posture in daily teaching practice in schools. These practices should help to overcome compartmentalization of the teaching-learning process and to provide students with a global view of the world.

Background: One approach to enhancing the pedagogy of science education is to employ academics who are not only science-trained but also engaged in education research. As some academics begin their Scholarship of Teaching and Learning research careers with a pure science background, shifting in disciplinary perspectives can be a source of professional tension. The pedagogic frailty model provides a framework that helps us to integrate institutional efforts to enhance teaching improvements by maintaining a simultaneous focus on critical areas that are thought to impede academic development. Purpose: This paper draws attention to the importance of disciplinary crossover by uncovering and comparing academics' teaching perspectives, views and beliefs from three disciplines: natural science (chemistry), social science (education) and science education. Method: Through a case study design using the pedagogic frailty model and concept map-mediated interviews as a tool, three academics engaged in a non-linear discourse in which their conceptions could be visualised and analysed. Findings and Discussion: Analysis of the case study interviews indicated that the academics' conceptions of teaching were highly individualised. The discourse surrounding the curriculum, and the embeddedness of and connection between pedagogy and discipline, were both subject-sensitive and influenced by professional backgrounds and research areas. On the other hand, because they operated under the same institutional values and regulations, we found a considerable overlap in terms of how the academics perceived the tensions between research and teaching and academic leadership. By comparing three academics who were at a different stage in the journey from disciplinary experts (chemistry) to teaching expert (education), we were able to uncover and understand more about the ways that the teaching environment impacted upon their practices. The science educator shared aspects of the other two perspectives, which suggests that his profile was a transitory state in comparison with the chemist and the educationist. Conclusion: The findings provide a glimpse of the distinctive nature of the values that underpin teaching and offer insights that can be used to promote dialogue about quality enhancement in science education.

This paper aims to argue how education might be considered and practised if not under the logic of the formation of childhood. As such, it puts into question the traditional way of considering children as representing adults' opportunity to impose their own ideals, and considering education to be an appropriate instrument for such an end. More specifically, it considers how the purposes of practising philosophy with children might be affirmed as other than in the service of the social and political education of childhood. This complex issue calls for a redefinition, not only of philosophy and education, but also of childhood itself. Several ancient (Heraclitus) and contemporary (Deleuze, Lyotard) philosophical contributions are offered in order to reflect on new concepts and vocabularies for childhood. What they have in common is a non-chronological concept of childhood--one that considers the child under the sign of aion rather than chronos, and therefore as something inherently constitutive of human life, which therefore could never be abandoned, forgotten or overcome. As an example of this deterritorialisation of the relation between childhood and education, a practical project undertaken in a couple of public schools in the environs of Rio de Janeiro and its environs is presented, in which a strong emphasis is placed on the concept of the "experience of philosophical thinking". The paper unpacks each of these three terms--experience, philosophy, and thinking--appealing to Foucault, Deleuze and Hadot for conceptual reconstruction. In addition, some basic pedagogical assumptions that informed this project are presented in the context of two philosophers who inspired it--Socrates and Jacques Ranciere. The last section of the paper reflects on how the practice of mainstream schooling seems actually hostile to the experience of philosophical thinking, thus challenging the practitioners to encounter the pedagogical space of the mainstream as if it were possible to establish a new educational relationship to childhood there, and to work fully expecting what cannot be predicted.

The "Museum of Childhood" is a project connected to the Post-Graduate Program in Education at Unesc (Brazil) and since 2005 has been developing interfaces with research, teaching and extension. In this paper, the authors would like to show how the museological conception of the Museum of Childhood makes imagination from one of the central axis of its formative relation with the public. Such conception breaks with the traditional view of museums as buildings where old things are collected and preserved. In fact, the Museum of Childhood, in the light of its objective conditions, wants to be a museum without walls, a museum that, using the device of spatial demarcation, spreads itself in the university campus and other public places, with the objective of communicating with the people. This conception comes closer to the transgressive nature of modern arts, which desacralizes the work of art as masterpiece and proposed, for example, the fugacity of installations and aesthetic interventions. This conception takes the Benjaminian notion of the past as the dimension where other futures remain latent, that is, the museum is seen not as a guardian of the past, but as an establishment that wants to use its collections to communicate with the public. The overrunning of the static physical space, for example, forces the public to recreate its horizon of expectations concerning what a museum show be. In order to accomplish its original objectives, the Museum of Childhood works intensively on the formation of the public by proposing monitored visits in which creative activities are developed and by improving its homepage. (Contains 3 footnotes.)

The paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy proposed by educator Paulo Freire. An important consequence of this process involves the conception of a formal education system structured to promote collectivity, equality, diversity, and educational equity, as a solution towards ensuring both the learning and development of students. (3) The paper discusses the contribution of the expanded context of cultural heritage and its relationship with the field of education in the development of pedagogical strategies that promote educational equity, through the Base Nacional Comum Curricular (BNCC), a document that parameterizes the curricula from early childhood education to high school in Brazil. From a bibliographic review, the paper presents the conjuncture on which the new look at cultural heritage has been consolidated, and the consequent redefinition of heritage education actions, and then, as a result, analyzes the approximation between this new approach and the formal educational strategies present in the BNCC, as well as the possibilities of intercommunication between both. [ABSTRACT FROM AUTHOR]

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.)

South Africa and Brazil are notorious for having some of the highest levels of (racialised) inequality on the planet, and dysfunctional education systems failing millions in their aspirations for a better life. Over 2015-16, student protests erupted across Brazilian and South African schools and universities, challenging these conditions through strikes, occupations, on-campus and street protests, and intellectual production. This paper builds on a World-Systems theoretical framework to understand the similarities, circulation, and distance between the two contemporaneous movements. In Brazil, the ‘Primavera Secundarista' high school occupations dealt primarily with local political dynamics, such as school closures, and intersectional forms of oppression. In South Africa, the ‘Fallist' university mobilisations demanded free, decolonised education, alongside addressing issues of outsourcing and institutional racism. In the first section, I give a comparative overview of these student movements’ similarities, situating them in their context and highlighting the key concerns and political and pedagogical practices of student activists in each. While these movements did not generally engage with each other, there were some important points of interaction, discussed in the second section. While highlighting these points of connection, I also advance an argument in the third section for why there was nevertheless relatively little direct engagement between these contemporaneous movements that otherwise had so much in common. The points of connection and disconnection between these similar movements offers insights about the functioning of the contemporary World-System and the modes of transnational circulation between movements therein, with lessons for transnational understandings of social movements, especially South-South movements. [ABSTRACT FROM AUTHOR]

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.)

This paper presents a conversation that took place via Zoom on 6 September 2022, between Adriana Schneider Alcure and Bruce Adams, curated by Pedro de Senna. In it, Alcure and Adams discuss their experiences, respectively, at the Universidade Federal do Rio de Janeiro (UFRJ) and Middlesex University, London (MDX). Both universities offer BA courses in theatre directing, but follow very different models. Both universities also offer MAs in Theatre Arts (MDX) and 'Artes da Cena' (UFRJ), with similar interdisciplinary ethea. Mediated by de Senna's experience of both cultural contexts, Adams and Alcure talk about commonalities and differences, addressing two key pedagogical questions: in what ways can directing be taught, if at all? And: what is the role of theatre (and theatre directors) in society? The conversation is not directly transcribed, but edited and organised by de Senna, drawing on the themes explored, and addresses contemporary theatre director training from an intercultural perspective. The exchange touches on questions of academic and artistic labour, student cohorts, curriculum design, interdisciplinarity; and the relationship between 'training' and 'education', when it comes to the performing arts in general, and theatre directing in particular: are these terms even adequate? It is clear that these questions are imbricated with those relating to the purpose of, and access to, the arts and education more broadly, in societies that, while very different, have more in common than might at first be acknowledged. [ABSTRACT FROM AUTHOR]

Contemporary societal challenges put in evidence the need to improve the hard and soft skills of chemical engineering students. To promote a more student-centered approach, active-based learning, and improved assessment strategies, the Brazilian government approved the so-called New National Curriculum Guidelines (NCG) for engineering courses. To comply with those guidelines, the Department of Chemical Engineering of the Polytechnic School of the University of São Paulo (USP) is currently developing an educational modernization process sponsored by the Fulbright Commission in Brazil, called Special Program for Modernization of Undergraduate Education (PMG). The project is based on three pillars of modernization: content (what), form (how), and infrastructure (where). This paper describes initiatives in each of those pillars: content and format changes in Chemical Reaction Engineering and Process Safety courses and the creation of new spaces for a student-centered approach (an innovative classroom layout and a makerspace). By gathering two concrete classroom experiences guided by a broader institutional educational policies (the PMG project and the NCG), this paper highlights that slight changes can lead to great improvements in the learning process, leading to more engagement in the development of hard skills while favoring improvements in soft skills, such as communication, team-based work, and critical thinking. • Presents a modernization program under implementation at Universidade de São Paulo. • Discusses modernization from a triaxial perspective of content, form and infrastructure. • Reports the feedback of a PBL initiative for soft-skills development in a CRE course. • An active-based methodology in a Process Safety course is presented and discussed. • Presents two new infrastructural changes to facilitate the development of soft-skills. [ABSTRACT FROM AUTHOR]

This paper investigates whether the impact of trade shocks on employment and wages persists across generations. Using survey data with retrospective information on parental employment and instrumental variables, we study the effect of increased Chinese import competition in Brazilian industries on individuals with differently exposed fathers. Results show that several years after the shock, children of more exposed fathers have lower education and earnings, lower chances of formal jobs, and are more likely to rely on social assistance. These effects are substantially stronger for children from disadvantaged background, indicating that the shock had a negative impact on intergenerational mobility. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to understand the factors and conditions that influence national human resource development (NHRD) in Brazil. In this paper, the transitioning nature of the political, economic, social and educational conditions; the current challenges and trends that may impact NHRD; and the current status of NHRD research in Brazil are examined. Design/methodology/approach – A search of the research literature focused on the political, economic, cultural, social and educational environment and the research associated with NHRD in Brazil was conducted. After searching several databases, including Academic Search Complete, Google Scholar, ERIC and EBSCO, several articles were selected and analyzed based on the depth of description of the conditions and research. Findings – Among the factors discovered, race, gender and educational equality are still concerns. The complex nature of the relationship between the Brazilian Government, its people and organizations, as well as the efforts of Brazil’s multinational and indigenous organizations to address their national development needs, are also presented. Originality/value – Brazil is currently and projected to be a long-term player in the global economy; however, it struggles to cope with conditions incongruent to the country’s long-term success. This paper frames the conditions and suggests ways of moving forward through human resource development practice, policy and research in Brazil. [ABSTRACT FROM AUTHOR]

In several Latin American countries, conditional cash transfer programmes are a proven means of alleviating poverty in the short term and promoting education of children from disadvantaged families in the longer run. While the effectiveness of the Brazilian Bolsa Família for children's education outcomes up to 15 years of age has been widely documented, its contribution to the promotion of students of secondary school age has not been fully explored in light of the programme's expansion to 16-17 years olds in 2008. In this paper, I draw on Brazilian National Household Sample Survey data and use a difference-in-differences approach already applied in research in the context of Bolsa Família extension. Whereas these data were previously examined to detect intent-to-treat (ITT) effects due to insufficient information on treatment status, in this study I rely on a classifier method to additionally estimate average treatment effects on the treated who belong to families supposedly receiving Bolsa Família cash transfers. The results suggest that school attendance rates for 16-year-olds are particularly increased in the Brazilian Northeast, although the estimates are not significant when further time periods are taken into account. As comparably poor but non-recipient households have larger and consistently significant gains of school attendance, the effect on adolescent's education directly caused by the expansion of Bolsa Família remains ambiguous and thus cast doubt on the specific parallel trend assumption. In addition, no long-run ITT effects of the programme's expansion on school participation among 16 year old teenagers are found. [ABSTRACT FROM AUTHOR]

Societies, throughout history, have created codes with the aim of guiding relations between groups and people. In Brazil, manuals of etiquette and civility were used with the pretense of forming an emerging bourgeoisie, desirous of appearing good manners, especially in the early decades of the twentieth century. This article is a result of research on women's daily life from 1940 to 1960. Four civility and etiquette manuals were used as empirical sources, aiming at a historical review of aspects of women's life, in the context of Brazil, with the purpose of recovering a history based on invisibility. The analyzed manuals were consulted by elite women who mirrored themselves in them to perform behavioral roles in society and allowed to describe sparse fragments of women's lives by the large number of social rules that normalized their behavior. [ABSTRACT FROM AUTHOR]

At the end of 2019, the presence of social workers became mandatory in Brazilian state-funded elementary schools. This brief note explores the challenges schools may have in translating the new legislation from paper to practice. The goal is to frame and advance the discourse of school social work in Brazil. Among other topics, this note discusses the role of social workers in educational environments in Brazil and identifies the barriers that may exist to the exercise of the profession in these institutional spaces. Ultimately, suggestions are made on how to develop effective social work interventions in Brazilian schools. [ABSTRACT FROM AUTHOR]

Copyright of Direito da Cidade is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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 Childhood & Philosophy is the property of International Council for Philosophical Inquiry with Children 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.)

This article is an extension of a work in progress paper originally presented at the conference FiE 2020, Frontiers in Education by (Schirichian et al., 2020), as a result of Schirichian’s master’s in science dissertation. It studies the relations between academic performance, protection factors, life at university, and personal characteristics to understand how they influence students’ academic success in undergraduate engineering programs in Brazil. In this challenging environment, several students overcome these issues and graduate, which indicates that some protection structures allow students to face challenging situations and be successful in their studies. Current research studied the relationships between academic performance, self-efficacy, causal attributions, personal characteristics, and life at university, with a group of 30 students. Models were studied by combining the different variables and aspects evaluated in the research, and the findings show relationship between academic performance and: 1) self-efficacy, causal attributions, and personal characteristics (such as leisure activities, living with their parents, or college accommodations) and those who attended private schools during basic education; 2 protection factors self-efficacy and causal attributions with advancing in the program and the time of enrolment in the university; and 3) the dimensions initiation and persistence, success/internality and failure/internality, indicating that those who perceive themselves as playing a major role in their academic journey tend to have better outcomes. Further results show the influence of social inequalities, particularly for those students who declared themselves brown and who conducted their basic education in public schools (which are generally of lower quality than private ones in Brazil). [ABSTRACT FROM AUTHOR]

Copyright of Revista Ateliê Geográfico is the property of Revista Atelie Geografico 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 Sustinere is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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.)

Purpose: This paper aims to propose a performance measurement system to evaluate the key aspects of entrepreneurial activities in Brazilian universities. Design/methodology/approach: This study was developed in two phases. Both phases consisted of a survey sent to Brazilian universities (public, private and not-for-profit) whose technology transfer offices (TTO) had contributed to the annual report by the Ministry of Science, Technology and Innovation (MCTI, 2015), which evaluates the implementation of the Innovation Law. Multiple correspondence analysis was used to analyze the answers. Findings: A set of 13 indicators and 13 characteristics of the organizational structure of the institutions was identified for the purpose of evaluating the level of development of the entrepreneurship activities. Research limitations/implications: The main limitation of this study relates to the low quality of the survey responses. It was not possible to qualitatively validate all the selected indicators. This is because universities are still not internally organized, because the higher authorities do not enforce the collection and treatment of data based on the existing legislation. Originality/value: The results of this study, with the definition of indicators, can be used to inform public policy for the stimulation of entrepreneurship in other countries and regions. [ABSTRACT FROM AUTHOR]

Purpose The Brazilian Government created the Bolsa Familia program to combat poverty and the insertion of so many children into the labor market. This program is an income transfer program subject to certain conditions such as a minimum school attendance for children under 17 years of age. In 2006, almost half of the people with an income per capita of R$300.00 (US$139.53) per month declared that they received this benefit. Accordingly, the purpose of this paper is to analyze the impact of Bolsa Familia on child labor in Brazil in 2006.Design/methodology/approach The authors used a propensity score matching model with data from the National Household Sample Survey PESQUISA NACIONAL POR AMOSTRA DE DOMICÍLIOS (PNAD), for 2006.Findings Results indicate that the program increased the number of hours of child labor in Brazil. However, this outcome might be explained by the fact that those families who received Bolsa Familia were also those with higher socioeconomic vulnerability. Thus, they need to guarantee their survival with the income generated via child labor.Social implications The Brazilian Government needs to invest not only in monetary transfer policies but also in the improvement of the job market to create opportunities for the social development of children.Originality/value The contribution of the paper is the investigation into the effect of the Bolsa Familia program on the average time allocated to child labor; the authors find that this time allocation could be reduced by requiring a compulsory school attendance. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate the history of dissemination and use of lean concepts in construction and potential challenges for continued use, as application of lean concepts transitions from a small group of first adopters to an industry-wide community. Design/methodology/approach – Using insights obtained from a meeting with industry practitioners, literature review, and published cases in which different approaches were used to disseminate lean production/construction, evidence is presented that supports these challenges. Findings – The authors identify three challenges facing lean construction (LC) practitioners, researchers, and educators. One challenge is lean has many meanings (whether denoted or connoted) when applied to construction. Another challenge is to have academics constantly working with industry practitioners to keep working on the adaptation of concepts/systems and not only tools. The third challenge is that without a sustained effort to engage people in meaningful learning experiences, LC may be viewed as a fad in the construction industry. Research limitations/implications – The discussion presents the authors' interpretation of facts and existing literature reviewed to support the arguments made. Moreover, while the literature reviewed addresses sources from different parts of the world, the preponderance of the authors' research activities and experience are limited to two countries, Brazil and the USA. Practical implications – In the face of overwhelming interest in lean by the construction industry, research on effective methods for disseminating lean concepts is overdue. Social implications – By partnering with industry practitioners who are already implementing LC or want to start the journey, academics have access to projects (labs in the real world) and can bring back to the classroom examples to educate future generations of professionals who can push for changes in the industry. This partnership also helps the validation of experiments regarding LC implementation, as data can be collected and analyzed in a scientific way, and can be documented for dissemination within the industry. Originality/value – The paper discusses challenges related to the evolution of LC in the industry, with the aim of forming a basis for an informed discussion on how to promote sustained and informed learning in construction. [ABSTRACT FROM AUTHOR]

Using Brazil National Household Survey 1995-2013 data, this paper examines how the education expansion in Brazil impacted the tertiary premium through the interaction of relative supply and relative demand. The identification of the impact of relative demand on education premium provides an empirical testing of the Heckscher-Ohlin model in the context of Brazil. The results suggest that the change in relative supply had converged the education premium thus converged the wage income distribution. The results also show that there was no decrease in relative demand for skilled workers in Brazil in the past two decades, which is inconsistent with what the Heckscher-Ohlin model predicts. [ABSTRACT FROM AUTHOR]

This paper scrutinizes the asymmetric impact of education and education expenditure on clean energy consumption and CO2 emissions in the BRICS economies using annual data for the period 1991–2019. The analysis employs a nonlinear autoregressive distributed lag (ARDL) framework. Findings unfold that a positive change in education contributes to increasing clean energy consumption in Brazil, Russia, India, and China. This finding implies that a negative change in education contributes to reducing clean energy consumption in Brazil, Russia, and India in the long run. Nonetheless, a positive change in education expenditure increased the clean energy consumption in Brazil, Russia, and India, while it has decreased in South Africa. On the dark side, a negative change in education expenditure degrades clean energy consumption in India, China, and South Africa in the long run. The asymmetric empirical results of CO2 emissions are mixed, economy-specific, and vary across group countries in the long run. We find that the education and education expenditure has long-run asymmetric effects in BRICS industries. Thus empirical findings give us robust policy implications for BRICS economies. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to assess the contribution of the UN's Principles for Responsible Management Education (PRME) in higher education, covering education, research and outreach in Brazilian higher education institutions (HEIs) after becoming signatories. Design/methodology/approach: Teachers representing Brazilian HEI signatories to the PRME were interviewed. The IRAMUTEQ software was used for content analysis, descending hierarchical classification and similarity tree, allowing to quantify the quality variables originating from the professors' beliefs and opinions. Findings: The PRME helps Brazilian HEIs to review or create disciplines related to responsible management education and adopt transdisciplinarity for sustainability. The signatories' PRME-influenced research is interdisciplinary, focusing on the UN's Sustainable Development Goals (SDGs). Social responsibility is promoted through local-community projects, while partnerships, initiatives and innovative pedagogies from foreign-signatory HEIs provide international experiences for teachers and students. However, within one initiative, which had 170 signatories in 2008 and over 800 in 2020, indicators should be formulated to analyze and enhance HEIs' sustainability profile. The PRME contributes to educating young people and adults in Brazil via education, research or outreach; however, this contribution needs to be assessed. Originality/value: Prior studies have not collected data through interviews to consider professors' perspectives on the PRME's contribution to signatory HEIs in Brazil. This study interviewed professors involved with the PRME to broaden their understanding beyond bibliometrics and assess the alignment of the PRME and UN SDGs. [ABSTRACT FROM AUTHOR]

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa 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.)

Short-run income shocks can negatively impact school attendance when children are pulled out in order to work, either based on the need for greater income during negative shocks or the increased opportunity cost of child time during positive shocks. This paper proxies for income shocks using fluctuations in local rainfall and evaluates its impact on child schooling, labour force participation, and domestic work. We then investigate whether conditional cash transfers are able to protect school attendance during these temporary shocks. Using data on Brazil's Bolsa Família programme along with municipal-level rainfall data, we find that positive rainfall shocks cause children to increase the likelihood of paid labour but Bolsa partially mitigates these effects, though less so among boys and older children. Furthermore, we find evidence that even when children do not drop out of school during these shocks, Bolsa may not fully maintain their intensity of school attendance and shocks may hinder academic progress. These results suggest that higher wages cause children to substitute time away from schooling, but that Bolsa acts as a partial safety net that stabilises human capital investments during short-run shocks and may help produce larger long-run benefits. [ABSTRACT FROM AUTHOR]

Conservative religious, activist and political groups fuel gender backlash in many spaces. This paper explores this phenomenon and its effects on educational programs designed to prevent gender-based violence in Brasilian schools. It argues that this gender backlash in educative spaces violates fundamental rights, like the right to equality and protection against discrimination and violence, and ultimately contributes to the continuity and escalation of gender-based violence in Brasil. This context shapes advocacy work and the facilitators and participants of its programs. Primary prevention research is mainly conducted in the Global North. This article, guided by a southern feminist framework and informed by 14 interviews with Brasilian advocates engaged in youth gender-based violence prevention programs, addresses a significant knowledge deficit and offers new insights in working in challenging contexts. It suggests that the backlash is mostly directed at LGBTIQA+ cohorts due to the ongoing political attacks on these groups, but it has also undermined the capacity of educational prevention strategies for gender-based violence more widely. [ABSTRACT FROM AUTHOR]

This paper briefly reviews Brazilian textbook policies during the twentieth century, and pays careful attention to its latest development, PNLD—Programa Nacional do Livro Didático (National Textbook Program) and its textbook assessments, which selects textbooks that are freely distributed by the Ministry of Education (MEC) to students of public elementary, middle and high schools. We focus on the mathematics textbook assessments, describing their evolution and commenting on some of their accomplishments and problems. The first assessment was carried out for the 1997 school year and retained basically its initial formulation, with changes and improvements, til the assessment for the 2018 school year. As of now, the program is undergoing substantial changes which are briefly discussed and which worry many educators. This assessment was responsible for a definite improvement of mathematics textbooks for elementary, middle and high schools in Brazil. It constitutes a good example of a successful program, coordinated by competent persons from mathematics education, schools of education and mathematics departments of good universities, at first without political interference, and strongly backed by powerful officials in MEC. In the last few years, pressures from publishers and conservative groups have undermined the assessments, with possibly serious consequences. [ABSTRACT FROM AUTHOR]

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica 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.)

This paper discusses the book Géologie élémentaire appliquée à l'agriculture et à l'industrie, by Nerée Boubée (1806–1863), first released in French in 1833, and later translated and published in Brazil in 1846 with the support of lieutenant Frederico Burlamaque (1803–1866), a prominent Brazilian engineer and teacher. There is a particular focus on the appendices, editors inserted works previously released on the geology of Brazil, authored by José Bonifácio d'Andrada e Silva (1763–1838), Martim Francisco Ribeiro d'Andrada (1775–1844), Wilhelm Ludwig von Eschwege (1777–1855), Charles van Lede (1801–1875), and George Gardner (1810–1849). These insertions reveal the concern to ensure an education that incorporated contents explicitly about Brazil. It is well documented that French science significantly influenced scientific education in Brazil. Until the first decades of the 20th century French authors dominated the Brazilian market for textbooks on geoscientific topics, from elementary level to higher education. The selection of Nerée Boubée's book is unlikely to have been by chance. Boubée was a prolific, active author living and teaching open geoscientific courses in Paris, whose primary focus was the applied side of geology, which was a topic of great interest to the Brazilian élites who are likely to have played a role in its selection. [ABSTRACT FROM AUTHOR]

The Brazilian Higher Education (HE) sector, following a global trend of rapid transformation, has undergone marked changes over the past two decades. These changes have involved the design of quality assurance tools as instruments for regulatory governance. In presenting an overview of the recent history and characteristics of quality assurance in the Brazilian HE sector, this paper contextualises the Brazilian experience according to broader conceptual frameworks and discusses how and why regulatory governance in this sector has so radically changed. [ABSTRACT FROM AUTHOR]

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.)

This paper presents the description and analysis of a didactic experience involving the participation of a university and a community school, developed as part of the National Science and Technology Week, at a public university in northeastern Brazil. For this purpose, the use of learning station rotation enabled innovation in the teaching of physiology integrated with biochemistry and health education contents. The didactic approach consisted of creating a learning circuit comprising seven stations. The central theme of the stations emphasized physiology, with specific foci on biochemistry and cardiorespiratory and endocrine health. Each station provided unique activities related to the central theme, including a station concerning digital technology in physiology. The school students were divided into small groups (6 or 7 people) that rotated through the stations, with a total of 81 students visiting each station. A qualitative assessment was performed using a Likert-scale questionnaire to measure the level of satisfaction of the students. It was found that this didactic approach increased the receptivity of the students to the contents, facilitated student-teacher dialogue, and provided an excellent tool for establishing an interface between the university and the community school. Overall, 76.5% of the students rated the activity as excellent. [ABSTRACT FROM AUTHOR]

Copyright of Revista Paraguaya de Educación is the property of Ministerio de Educacion - Organizacion de Estados Santillana 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 paper questions the idea of a single national perspective on special education, despite the relatively recent movement towards a national policy for the integration of disabled people in the mainstream educational system. It is argued that the adoption of the principle of integration, as proposed by the international community, has not necessarily led, in the Brazilian case, those involved with special education to a review of special education in the sense of being part of an inclusive educational system. The paper shows that is a country of continental dimensions like Brazil, there are marked differences in the way special education is conceptualised and provided. Such differences occur at various levels: regional local and even institutional. Some of the factors that promote these differences are of a historical and political nature. The paper suggests that these factors must be taken into account by those involved with special education, especially when there are attempts to make generalisations about the concept and practise of special education. [ABSTRACT FROM AUTHOR]

In Brazil, there are approximately 9.7 million inhabitants who are deaf or hard of hearing. Moreover, about 30% of the Brazilian deaf community is illiterate in Brazilian Portuguese due to difficulties to offer deaf children an inclusive environment based on bilingual education. Currently, the prevailing teaching practice depends heavily on verbal language and on written material, making the inclusion of the deaf a challenging task. This paper presents the author's approach for tackling this problem and improving deaf students' accessibility to written material in order to help them master Brazilian Portuguese as a second language. We describe an ongoing project aimed at developing an automatic Brazilian Portuguese-to-Libras translation system that presents the translated content via an animated virtual human, or avatar. The paper describes the methodology adopted to compile a source language corpus having the deaf student needs in central focus. It also describes the construction of a parallel Brazilian Portuguese/Brazilian Sign Language (Libras) corpus based on motion capture technology. The envisioned translation architecture includes the definition of an Intermediate Language to drive the signing avatar. The results of a preliminary assessment of signs intelligibility highlight the application potential. [ABSTRACT FROM AUTHOR]

This paper documents the experience of teaching environmental impact assessment (EIA) to undergraduate students at Escola Politécnica, an engineering school in Brazil, where EIA was first introduced as a graduate course in 1990, evolving to be taught as an undergraduate course. Learning objectives, course contents and teaching approaches are described. The courses have always sought to prevent a "legal trap" in teaching EIA, i.e. shaping the contents and the approach upon the applicable legal requirements, as it is assumed that, ultimately, EIA is not practiced because of laws, but because society calls for environmentally and socially responsible decision-making. Given the limited literature on EIA education, the paper also hopes to stimulate further reflection and debate on the role of teaching in enhancing environmental assessment practice and in improving its effectiveness and disseminating best practices. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Historia Económica / Journal of Iberian & Latin American Economic History is the property of Cambridge University Press 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 paper analyzes the construction of a pedagogical-investigative method, which has as its key element the development of strategies for overcoming inequalities in Latin American societies. Paulo Freire and Orlando Fals Borda, among others, provide elements for understanding the origins of a method which, in research, has a close relation to the educational dimension and, in education, integrates the investigative dimension as a part of the process of developing active subjects in their communities. The paper refers to research projects that were developed using participatory methodologies, attempting to identify some recent developments, advances and limits. Among these projects, special attention is paid to those that show the role of pedagogical mediations in participatory social processes in South Brazil (state of Rio Grande do Sul), particularly the activities of a garbage recyclying association and the implementation of the participatory budget in a municipality in South Brazil. [ABSTRACT FROM AUTHOR]

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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 Letrônica is the property of EDIPUCRS - Editora Universitaria da PUCRS 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.)