Repositório RCAAP

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Higher education in Brazil in the last decades has grown consistently, thanks above all private higher education institutions. Apparently the agenda adopted by the past governments favored the expansion of the number of higher education institutions, whether by the granting of such benefits as the PROUNI and also various types of tax exemptions. In this sense, there was a tenuous democratization of higher education, see that until then the same was geared solely to the elites. We measured through Google Trends interest for 10 terms linked to higher education. Our results indicate that there is a seasonal pattern of identifi able interest in upper courses in Brazil. Point that the greater range of interest for superior courses in Brazil is precisely located in sub-regions where the provision of higher education is more scarce.

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Within the territorial educational policies, the state has established several public action contracts, among which stand out the education and training municipal contracts that aim at strengthen the involvement of municipalities in education. Th is article analyzes the education and training municipal contract signed by the City Hall of Matosinhos, the Ministry of Education and Science, and the Presidency of the Portuguese Council of Ministers, identifying the areas that are the focus of their strategic goals, distinguishing its legitimacy from a rhetoric of administrative decentralization with two faces (the participatory democracy and the rational management of resources) and the emergence of an offi cial instance of municipal scope, which demands new reconstruction of the city papers and school leaders, and raising questions on the role of the municipal council of education in light of the idea of educating city.

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Aproach the connection between Education and Development through the policy of the implantation of Federal Institutes of Education, Science and Technology. Shows as a governance categories and territory to bring the discussion about Regional Development, that emeges like a purpose those institutes. The documentary analysis shows the creation of a contingent institution for the social policy dimensions, local development agencies and formation of teachers. Thus, governance and territory are central mediations in this government project for the education and technological, that set as public policy. Argument only under the government logic is possible an educational institution promote regional local development. Advocates up by actual movements of resistance and confrontation to combat political and economic discourses that deny the conflict of social classes and conceive regional development related to economic growth with reducing social inequalities through innovative processes to reposition the nation in the international division of work.

Meaning to be quite explicit on the viewpoint of HMSC (Henrique Medina secondary school) on the contribution of education for both the social development and cohesion, this text puts on view a research-reflexion- action project which conceives Education as utopia, understood as a new horizon of possibility. In the project, it is introduced a research-reflexion-action practice which analyses the contribution of some other actions already taken by the organization for the development of the practice of citizenship and for the promotion of equity in the access to the students’ opportunities of well-being in the municipality of Esposende, that is, putting the mission of the institution into practice as well as rendering a service of public and universal education of quality, focused on the person’s reasoning power.

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Through the analysis of the major paradigm shifts that have an impact on redefining the state’s role as a regulator for education, it is possible to describe three models, by recording the transition of a function of control to one of supervision: Educator State, Developmental State and Regulator State. It thus occurs the emergence of new configurations in the regulatory processes and another coordination strategy - which involves the participation according to new modalities, in a true spirit of sharing and networking - through the concept of “governance”. All these changes are reflected in the paradigm of Lifelong Learning, with a model based on skills becoming predominant. Since it is possible to develop skills in formal, non-formal and informal contexts, reference shall be made to non-school learning processes, stressing the importance of learning throughout life in a time characterized by globalization. Based on decentralization of powers and responsibilities, analysis will be made as to the meaning of the territory in the context of the Centres for Training and Vocational Education (CQEP), both in terms of their practices and acting methodology, and in terms of its importance in the recognition, validation and certification of skills developed locally by adults.

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Considering the changes that technological evolution has provoked in the education system and the fact that Information and Communication Technologies (ICT) cannot be dissociated from the pedagogical practices adopted with blind or visual impaired students, for the study and understanding of this reality, it is essential to assess the opinion of the professionals who work daily in the educational process of these students with special needs. This research, predominantly quantitative, intends to analyze the teacher’s perceptions, who teach blind or visually impaired students of 2nd and 3rd cycles of primary and secondary education in the reference schools for the education of blind or visual impaired students, in mainland Portugal, of their knowledge, teaching and training in this area of ICT. The results reveal a sample confident in their technological capabilities, however with little resourcefulness in some tools and applications specific to the area of visual impairment and blindness, and a very significant number of teachers ignoring many of these. Another finding is that the lack of specific training is considered the main obstacle for teachers, with regard to a real integration of ICT in the teaching and learning of these students.

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