Repositório RCAAP

A documental study of articles on educational planning published in the journal Cadernos de Pesquisa. 35 pieces published in the Educational Planning (Planejamento Educacional), section in the period between 1972 and 1986 were analyzed. The aim was to analyze the texts from a historical perspective of development of educational planning in Latin America. An analysis of the documents was conducted, defining two levels of analysis, one relating to the textual elements of the articles and the other relating to the content discussed. In the first level of analysis, analytical texts, overviews of methodologies and experiences and guidance texts were identified. In relation to the second level of analysis, the following categories were observed: the first consists of educational planning under the economic system; the second consists of articles that discuss themes and reflections on educational planning; and the third category consists of critical works on educational planning.

The notions of beauty in childhood and beautification practices directed at girls were analyzed based on the Barbie’s tips found in the book of Fabiane Ariello (2007). Written and visual information, included in the doll’s guidelines, allowed to assess the dimension of the production of meaning regarding what it means to be beautiful and how to become beautiful. In them, we noticed the exchange between aesthetic care and the consumption of goods and fashion products, specifically in services related to appearance and artifacts/objects of the cosmetic industry. Such artifacts portray a standard of beauty that interferes with the construction of gender identity and the education of girls during childhood.

This article reports the results of research regarding the knowledge of professional teachers – PE – active in technological areas. The study aimed to analyze the teaching practices of eight PE teachers and their pedagogical knowledge, as well as to identify models of pedagogical action that guide and structure their teaching practice.  The  results  show  that  the  pedagogical  knowledge  of  these  teachers retains besides non formal and informal experiences of learning characteristics of the context of PE, as well as features from professional training spaces and times current in technological areas.

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The implementation of a training and work program for female domestic workers in a municipality of the metropolitan area of Buenos Aires is analysed with focus on how gender inequity issues are discussed in this context. The program aims to provoke a reflection regarding gender-related employment characteristics, the devaluation of domestic work, and to denaturalize the traditional female roles. The characteristics of the program and the gender perspective it adopts, as well as its functioning, practices and representations will be analyzed here based on a qualitative study.

Reinforcing social welfare and intervention in Cuba responds to the social effects of the economic crisis and structural transformations, rather than aiming at alleviating poverty. This paper examines social intervention practices in the light of the family norms underlying it: what “good family” are they advocating? How do social assistance and intervention address weakened family structures, when the contradiction sharpens between individualization and equality, on the one hand, and need for family and solidarity, on the other? We shall see that social assistance in Cuba has moved beyond a time of principles, to a pragmatic time of social issues containment, which places a heavy burden on the family. Reinforcing social welfare and intervention in Cuba responds to the social effects of the economic crisis and structural transformations, rather than aiming at alleviating poverty. This paper examines social intervention practices in the light of the family norms underlying it: what “good family” are they advocating? How do social assistance and intervention address weakened family structures, when the contradiction sharpens between individualization and equality, on the one hand, and need for family and solidarity, on the other? We shall see that social assistance in Cuba has moved beyond a time of principles, to a pragmatic time of social issues containment, which places a heavy burden on the family.

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Over the last decade, a vulnerability management model in which the family was positioned as the central agent of social policy has been consolidated in Chile. A qualitative study regarding home intervention practices and home assistance management programs support the view that these policies transform and shape family dynamics, in a gender-related way. Analyzing three dispositive acts, which are characteristic of this type of policies, – to focus, to transfer and to visit –, it can be highlighted how the intervention produces and induces valuations of the place assigned to gender and the mode families organize their social relations “behind closed doors”.

In this article we identify the specific situations that experience those old adult women who take charge of attending their relatives, also elderly, with serious health problems. To this purpose we interviewed family attendants that, due to this situation of caring, needed the support of specific social programs. The interviews have had the purpose of detecting the strategies they have devised to give answer to the needs of the dependent elder, the costs just economic as well as emotional and of health that these strategies imply for the attendants and an evaluation of their success or failure in relation with the life quality of the elder attended and the elder attendant. To this end, the type and support networks in the care, the family tensions, the financial aspects (the weight in the family budget) and the role of the community resources are analysed.

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This paper analyzes the problem of care from the perspective of women who benefit from social programs. The methodology used is based on a constructionist paradigm using a qualitative approach. The findings show the complex intersection, based on the analysis of care, between uncertain/impoverished processes in urban environments and the demographic processes of an aging population, as well as the fragmentation and lack of policies and programs for the elderly population. This paper highlights the urgent collectivization of care through complementary relations between state institutions and their inclusive social protection function, the market and its need for regulation, the civil society and its organizations, and the heterogeneity within families and from a new gender contract which redistributes the burden of care on the basis of the principle of equity.

The aim of this article is to substantiate, in the sociological point of view, the distinction between the social and cognitive processes that produce knowledge in knowledge abstract systems – KAS – to generate cultural inequality and the micro processes of knowledge usage, which build local and cultural knowledge from common sense. It is circumscribed to this aim a problematization of knowledge usage developed by middle class salaried professional groups, rich in cultural capital but without equivalent symbolical capital, in a capitalist society at risk. In order to achieve this goal, the classical contributions of Pierre Bourdieu, Boaventura Sousa Santos, Donald Schön and Basil Bernstein (among others) are taken as a basis regarding the limitation of critical and reflexive thinking and the virtues of professional knowledge to support an epistemology of professional practice.

In this paper we follow the trajectory of Eduardo, a cooperating student. The narrative is complemented by an analysis of the training conditions of police students from Mozambique in a Portuguese, as in the case of Eduardo, but also from Angola, Cape Verde and Sao Tome and Principe. The cadets are trained in five or more years of (equivalent to a master degree) to become police officers in their countries of origin. We argue that these students integrate communities of knowledge where the learning pedagogy includes the image and example. Such communities are historically and contextually situated. Similarly, we describe how students in cooperative education in Portugal mobilize ideas of sacrifice and hope both associated with the experience placed on the expectation of return to their own countries.

The article explores the professional culture of the research groups of an important federal institute of education, science and technology, located in the northeast of Brazil. It considers the meanings that researchers and other institutional representatives of these groups assign to knowledge, powers and autonomy in their social interactions in the process of scientific, technological production, and the possible creation of a community of practices in the institution mentioned above. Although there are many groups certified by the Conselho Nacional de Desenvolvimento Científico e Tecnológico – CNPq –, the study indicates that only a few of them regularly develop scientific research that configures, an autonomous reflexive community, engaged in analysing their working conditions and academic life as researchers and knowledge producers.

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O artigo descreve inicialmente o lugar do community college no sistema de ensino superior norte-americano. Narra sua origem, crescimento, as fontes de renda, articulação com as demais instituições de ensino superior. Em seguida, registra alguns dos problemas do sistema – ao lado da ampliação do acesso, as análises têm apontado a fragilidade do sucesso, isto é, da performance dos estudantes, bem como da equidade, isto é, da forte estratificação e hierarquização do sistema educativo americano. Assim, argumenta-se que os dilemas e problemas não são estritamente localizados no sistema escolar, mas em uma formação social em que a desigualdade é particularmente aguda. 

As part of the human activity aiming at influencing social change processes, general planning and educational planning have both gone through a series of steps. this article presents a reflection based on educational planning activities in latin america and focuses on the current challenge faced by planning as regards its ability to become a useful management tool for educational reform processes in the region.

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A survey of information provided by post-graduate education programs for the 2000-2009 period, available at the Coordination for Training of Higher Education Personnel portal, reveals the progressive substitution of studies on educational planning by studies on assessment and management. This “emptying” of the 2000-2009 period is compared with the “fertility” of the 1970s and 1980s by analyzing the sources and content found in Master’s theses in education from PUC-Rio and the Getulio Vargas Foundation. In the conclusion, the article states that this “emptying” occurred simultaneously with the dismantling of the Brazilian planning system in the 1990s. It also suggests returning to the studies from the last National Educational Conferences and the difficulties in securing national congressional approval for the national educational plans proposed in them.

This article analyzes Act number 5.692/71, an outcome of one of the most important educational policies of the Brazilian dictatorship (1964/1986): universal and compulsory professionalization at secondary school level. Students, educational administrators and private school entrepreneurs were against that policy and such resistance was openly voiced in 1974, when the worldwide economic crisis and the victory of the opposition party in congressional elections announced the decline of the ruling regime. Within that context, several decisions of the Federal Board of Education (Conselho Federal de Educação) re-construed the wording of the relevant Act and changed its spirit in the sense of diminishing the professional nature of secondary school education.