RCAAP Repository

This study aimed to characterize Biology questions on the National High School Exam and the Rio de Janeiro State University Entrance Test. The topics analyzed in this study were: Introduction to Life, Biochemistry, Cell Biology, Animal Tissues, Living Beings, Compared Anatomy and Physiology, Genetics, Evolution, Ecology and Environmental Sciences, Morphology and Physiology of Vegetables. As a result, we have found 320 Biology questions in the Rio de Janeiro State Entrance Test, between the years 1997 and 2020, and 396 in the National High School Entrance Exam, between the years 1998 and 2019. The Rio de Janeiro State Entrance Test was characterized by the predominance of questions related to the structure and function of the human body, while the National High School Exam was characterized by the predominance of Ecology and Environment issues. As a result, it is expected that this study be useful as a basis for better understanding of the differences between these two higher education assessment tests.

The enlargement of compulsory schooling and the trend of migratory flows in Portugal in this century confront us with the question of welcoming foreign students to school. From an empirical research in two high schools located in the Lisbon metropolitan area, and using data from ethnographic observation and the application of semi-directional interviews, we propose a reflection around the arts of making and remaking the common in the plural based on the figure of the foreigner. The school sociability among peers and the establishment of friendly and filial relationships seemed to be a useful entry point to understand the reception processes of those who, because unfamiliar with the Portuguese school, face situations of inevitable anxiety and uncertainty in a critical period of their lives, adolescence.

The year 2020 was marked by the Covid-19 pandemic which triggered policies of social containment. In education, such policies resulted in the closure of school institutions. During the pandemic, the organization of financial capital around the Education agenda proposed an adjustment with important impacts on the work carried out in schools, especially, on the teaching work. In this article, we analyze some elements of this agenda in the pandemic period and regarding its correlation with the financial capital strategies since the 1990s. It is important to understand the faces of the precariousness of the teaching work (SILVA; MOTTA, 2019) from the accountability dimension (EVANGELISTA, 2017) as a strategy to control financial capital. The work is directed towards the analysis of documents produced by two financial capital agencies and the respective coalitions operated by them. As a continuity trait, the study showed that, during the pandemic period, the agenda formulated by financial capital has a close relationship with the Education for All agenda and with the elements that produce precarious teaching.

The study presents a critical analysis of Parceiros da Educação (PdE), a Civil Society Organization of Public Interest (OSCIP) based in São Paulo, Brazil. It is an institution that aims at mediating partnerships between entrepreneurs or companies and public schools. Their objective is to implement an intervention program, prepared by PdE, in several dimensions of the school. The investigation presented here sought to categorize the organizational structure of OSCIP, through the analysis of the composition of its Executive Council, from 2009 to 2013. Based on the Marxist State theory, especially on the work of Antonio Gramsci and Nicos Poulantzas, the study sought to analyze critically the internal and external connections of OSCIP in the expanded State. The results show that PdE is an association run by very significant representatives of the bourgeoisie that operates in Brazil, especially financial capital. Its connections in the expanded State suggest a wide network of power involved in the colonization of public education, whose tentacles involve institutions like Todos pela Educação, political parties and key posts in the state apparatus.

Within the European framework of strategic orientation towards increasingly schooled and inclusive societies, the challenge of the presence of different cultures in schools requires the implementation of policies that promote non-discrimination and provide effective means of coordinating diversity. However, the Portuguese Gypsy are still a cultural and ethnic group apparently immune to the aims of these policies, due to the enormous social and historical prejudices which fall upon their members. In this sense, a survey was conducted to test a set of possibilities on how best to integrate Gypsy students in public schools. In this context, 700 non-Gypsy students from three secondary schools in Greater Lisbon were surveyed. In the perspective of an eminently interpretative sociology, closely linked to a theory of semantic action, a scenario-based questionnaire was used to find out among non-gypsy students the most practical way for schools to accommodate discriminated gypsy students in another school. The results show that, for the respondents, the Gypsy population must be socialized through tactical procedures or individualized through moral or functional devices in order to be assimilated.

Professionals of two schools, one in Portugal and the other in Brazil, were investigated regarding school inclusion and their considerations on multiple cultural indexes in their institutions. How do these cultural manifestations coexist in the schooling process? How are they manifested when confronted by the diverse public enrolled in their school, and how do they analyze this coexistence in school activities? How do they include the tangible sides of the plural cultural expressions in their in the learning? Based on the issues raised by those professionals, the article shows how concepts of multiculturalism, interculturality, and cultural diversity are reframed in the main policies and public actions both in Brazil and Portugal. From this analytical perspective, it proposes the observation of these policies and actions are interpreted by the two groups. The study expands the discussion those concepts to controversies raised by scientists in the education field regarding public intentions manifested by those that have ruled education in these two countries.

The reconfiguration of educational policy guidelines in the last decades, having effectiveness as the main target, aimed good, brings profound consequences for the teachers’ work in terms of the forms of organizing school work in schools – particularly, concerning the increase of collegial forms of work and framed by hierarchies that exercise greater scrutiny of individual practices. These injunctions do not mean, however, a direct reproduction by professionals in their activity. With particular focus on the results collected from a scenario survey applied within an investigation carried out in Portugal around the problematic of the plurality of conceptions and formats of involvement in the teaching profession, this article intends to explore, through a Sociology of engagements and commonality, how the grammar of individuals within the liberal public, characterized by the focus on generalisable individual interests as a normative framework, is susceptible to be operationalized by teachers as a device of criticism and resistance towards the evolution in the forms of organization of practices aimed to reinforce collegiality and institutionalization of concerted work.

The investigation aimed at understanding the socio-emotional competencies in policies for youth education in facing the transformations in the world of work and the social conflicts in Brazil. It is based on the method of historical-dialectical materialism and seeks to understand the multiple determinations of the problem in terms of structure and superstructure. The article presents the debate on the influence of international organizations on educational reforms and the connections to the world of work. It confronts the fundamentals of socio-emotional competencies through the analysis of the history of policy implementation in the United States. It analyzes the competencies in the high school reform, the BNCC, and its implementation in civic-military schools. Finally, it situates socio-emotional competencies in the context of social conflicts in Brazil and the future perspectives. It concludes that the promotion of socio-emotional competencies presents a tendency of repressive/coercive character that should not be ignored, especially in the scenario of deepening the crisis and intensifying social conflicts.

A leitura da chamada sociologia clássica (Émile Durkheim, Max Weber e Karl Marx) pode ser reveladora da função do ensino na sociedade capitalista, em especial em termos das reflexões teóricas e práticas sobre a relação educação e trabalho. Este trabalho faz um convite à releitura desses teóricos, principalmente a da corrente de pensamento weberiana: visão educacional de Max Weber e Karl Mannheim. O objetivo é o debate e a pesquisa sobre a educação e trabalho e a possibilidade de mobilidade social de classes sociais periféricas e a construção de sua identidade profissional. Essas reflexões foram o ponto de partida para a elaboração de um projeto de pesquisa no Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro (IFRJ – Campus Duque de Caxias), que originou um trabalho de campo com os alunos de química do curso médio técnico profissionalizante. Os dados obtidos, através da aplicação de questionário, lançam luz sobre a percepção do corpo discente em relação à identidade profissional e sua mobilidade social dentro da estrutura do trabalho na sociedade capitalista de classe.

This article presents an historical analysis of the financing of basic education in Brazil, from the colonial period until after the 1988 federal constitution. For that purpose, the main laws that deal with the issue are used as primary source. In addition to the documentary analysis, this study is based on the critical educational theory, seeking to bring the issue of financing closer to key categories of understanding Brazilian social reality, among them: the colonial slave production mode (GORENDER, 1980), dependent capitalism (FERNANDES, 2005) and expansion to less (ALGEBAILE, 2009). In addition, the article suggests the category of “autocratic democratization” as an analytical possibility for Brazilian public education.

Lactic Acid Bacteria (LAB) are used in the elaboration of industrial and artisanal dairy and fermented products, and have a wide diversification, which can influence the characterization of the products and guarantee food safety. The present work aims to isolate and characterize autochthonous LAB from Bom Jesus do Itabapoana (Brazil), from raw milk and artisanal fresh cheese, verifying their antagonistic potential against L. monocytogenes, diacetyl production and the profile of lacto-fermentation. For isolation, the MRS and M17 media were used, incubated at 37 ºC and 30 ºC for 48 h, respectively. Ten strains that showed characteristics for LAB were evaluated for antagonistic action against the pathogen, production of diacetyl and profile of lacto-fermentation. Seven of them showed antagonistic action, diacetyl production and caseous lacto-fermentation, while three did not show antagonistic action and diacetyl production, however one maintained the caseous lacto-fermentation type and two presented gelatinous type.

The objective of this work was to catalog the species of the genera Ditassa and Minaria occurring in the municipality of Lavras (Brazil). For that, the description of species and an identification key were carried out. A comparison was made with the occurrence reported in other surveys, in order to identify the representativeness of these species in the municipality. The study recommended the consultation in the ESAL Herbarium, as well as the herbaria SPF, HUEFS, JBRJ, NY and UEC, which presented collections for the municipality of Lavras. The results of this study were also compared with five other studies performed through two-way cluster analysis. Five species were found: Ditassa eximia, D. lenheirensis, D. mucronata, Minaria acerosa and M. cordata. About the degree of endemism, M. cordata ran it only in Lavras, suggesting that this species may be endemic to the site. The greatest similarity occurs between the cities of Lavras and Cadeia do Espinhaço. Even though Lavras presented a reduced territorial extension, the diversity of the taxa in question was considerable, revealing a species of limited occurrence for the region.

In the present article with a qualitative approach, there will be a debate about the common points in the assumptions of Paulo Freire and István Mészáros about education. To this end, at first, the presentation of the authors and their main contributions to the field were made. Through the use of concepts and categories emerging from the Marxian work, the authors choose education as a political act and, therefore, capable of transforming reality. It is understood that the subjects inherit the social conditions that were transmitted to them in a previous way and act according to the concrete possibilities of material life, which will compose the cycle of transmission, giving continuity to the social process and the history of humanity. In this perspective, Paulo Freire and István Meszáros defend the promotion of education as an emancipatory instrument for the subjects, process initiated by the recognition of men in the face of historical, economic and social conditions. In the year of the celebration of Paulo Freire's centennial, this article presents itself as an invitation: an invitation to the fight for education, respect, recognition and appreciation of Education workers.

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This article addresses the issue of institutional self-assessment from the use of reports prepared by an Own Evaluation Committee as a support instrument for democratic decision-making in a private Higher Education Institution, located in the southern region of the state of Minas Gerais (Brazil). The objective of this research was to analyze how the self-assessment reports for the 2015-2016-2017 triennium contributed to the construction of the Institutional Development Plan 2019-2023. This is a literature and document review, with a qualitative approach, of descriptive type. The results obtained demonstrate that the institution's management uses self-assessment reports as an instrument to support democratic decision-making in the construction of the Institutional Development Plan and to carry out academic-administrative actions in accordance with the notes made by the university community in the self-assessment. In the end, it is verified the existence of a democratic management in the institutional self-assessment process carried out by the Private Higher Education Institution.

This article is a literature review which aims to provoke a theoretical discussion about the possibilities of facilitate the teaching and learning process in the Integrated Technical Courses on high school, of the federal institutes of education, trough the implementation of some digital tools, from Moodle, that favors Problem Based Learning and fosters interdisciplinarity, in order to alleviate the learning difficulties of lame content, and facilitate collaborative actions to acquire new knowledge, proposed to the students. Therefore, the analysis carried out on the assumptions theorists on the vision of digital educational technologies, the challenges of Virtual Learning Environment, Active Learning Methodologies Based on Problems, interdisciplinarity and integral training, showed success in the process of demystifying the paradoxes surrounding the perspective of curricular integration and in the breaking of the paradigmatic reality of utilitarian education that has been historically leading students from Technical Courses to serial and fragmented knowledge by disciplines, without total access to pluralized and globalized education reality, which would lead them to the autonomy and integral training.

The Integrated High School has achieved realizations, such as Decree 5154/04 that established it, Law 11892/08 created the Federal Institutes, and Resolution 6 of the National Council of Education with the guidelines for this modality. However, the current reform of High School, Law 13415/17, can deconstruct this modality separating Vocational Education from Basic Education, reducing preparatory work load and eliminating Humanities subjects. Therefore, this work aims to defend the quality of current Integrated High School as basic and professional education, inseparable and omnilateral, raising its possible differences in terms of career, study and citizenship, with Integrated High School graduates who work in the oil industry in the North region of Rio de Janeiro state. It was found that, out of 209 people who accessed the questionnaire, 129 answered it and considered this modality a differential for the world of work (79.1%); general and scientific basis (71.3%); pursuit of higher education in the area (59.7%) and citizen awareness (45.7%). These results reinforce the importance and quality of Integrated High School because it enables an omnilateral education, which reflects positively on the lives of the Integrated High School graduates.

Differential Evolution is an optimization method, from the class of Evolutionary Algorithms, inspired by the principles of biological evolution and it uses the operators of mutation, crossover, and selection of individuals from the same population to carry out the search for the optimal solution. Some thermodynamic models such as the Antoine equation relate saturated vapor pressure to temperature through an analytical mathematical relationship. In this article, the Differential Evolution algorithm was used to determine the coefficients of the Antoine equation for Methane and Isopropyl Alcohol in order to be compared with the parameters found in the literature. For this purpose, experimental data available from the Dortmund Data Bank were used. It was observed that the pressure predictions calculated using the parameters obtained by the Differential Evolution presented a greater agreement with the experimental data when compared with the predictions obtained through the parameters consulted in the literature.

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After the new nation conquers its place in the world, women seek their place in the nation. These different moments will be discussed by observing how the guerrilla fighter and the rapper use their voices. During the collective struggle for the nation's place, Deolinda Rodrigues, the guerrilla-fighter, silences her voice in her diary. In the post-independence era, the rapper Eva Rap Diva projects her voice with the microphone, inscribing her place in the nation. By causing interruptions in the dominant discourse, the rapper allows for new identity constructions in present Angola – which, both women believe, ought to be continuously independent of restrictive moorings.