Este estudio describe y analiza el lugar que el cuerpo, el movimiento y la Educación Física (EF) ocupan en las prescripciones curriculares de Educación Infantil (EI) en la ciudad de Vitória, ...centrándose en sus interfaces con las discusiones académicas que se debaten actualmente. Metodológicamente, es una investigación documental y tiene como fuente los documentos: A Educação Infantil do Município de Vitória: um outro olhar (2006) e Diretrizes Curriculares Educação Infantil de Vitória/ES (2020). Los resultados encontrados permiten afirmar que las perspectivas de trabajo con el cuerpo y el movimiento de los niños y las niñas representan un avance en el debate sobre el papel de la EF en la EI. Considerando que, además de reconocer el lenguaje corporal como uno de los lenguajes imprescindibles para trabajar con niños y niñas, se alinean con las concepciones actuales de educación infantil y primera infancia. Además se constituyen en propuestas elaboradas junto a los docentes de Educación Infantil.
Abstract: This study describes and analyzes the place that body, movement and physical education occupy in the curriculum prescriptions for Early Childhood Education in the city of Vitória, focusing their interfaces with the discussions that take place in the academic level of the debate. Methodologically, it carries out a documentary research and has as source the documents: A Educação Infantil do Município de Vitória: um outro olhar (2006) e Diretrizes Curriculares Educação Infantil de Vitória/ES (2020). The results found allow us to state that the perspectives of working with the children's body and movement in the analyzed documents represent an advance in the debate on the role of Physical Education in Early Childhood Education. Considering that, in addition to recognizing body language as one of the essential languages for working with children, and aligning the current conceptions of childhood and early childhood education, they constitute proposals elaborated in co-authorship with the teachers of the Child education.
Inklusion ist ein mehrdeutiger sozialer, politischer und pädagogischer Begriff, der von einer Vielzahl an Disziplinen zunehmend auch als analytische Kategorie gefasst wird. Die Beiträger*innen ...erweitern diesen theoretisierenden Zugang und setzen dabei den Fokus auf das Verhältnis von Inklusion und Grenzen. Aus interdisziplinärer Perspektive zeigen sie, dass Grenzen und Grenzziehungen nicht nur dem Gegenstand Inklusion immanent sind, sondern Inklusion selbst die Logiken und Grenzen disziplinärer Diskurse verschiebt - was einen neuen Blick auf politische Partizipationsfragen, wechselseitige Zu- und Anerkennungsverhältnisse und pädagogische Imperative zulässt.
Ainley explains how English education is now driven by the economy and politics, having failed to deliver upward social mobility and a brighter future. Concludes with suggestions for positive change.
Debates in the Digital Humanities brings together leading figures in the field to explore its theories, methods, and practices and to clarify its multiple possibilities and tensions. Together, the ...essays—which will be published later as an ongoing, open-access website—suggest that the digital humanities is uniquely positioned to contribute to the revival of the humanities and academic life.
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, ...Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
Resumo: O objetivo deste artigo é analisar a fórmula editorial da Revista Escolar (1925-1927), financiada pela Diretoria Geral de Instrução Pública de São Paulo, para compreender os deslocamentos do ...modelo de leitura e de formação debitária da reconfiguração dos debates educacionais, na década de 1920, empreendidos pela e na comunidade imaginada dos educadores paulistas. Conclui-se que a Revista fazia circular divergências sobre a política educacional e convergências sobre a política sanitária em São Paulo.
As relações entre democracia e educação são um tema clássico não só no campo das teorias da democracia mas também no pensamento educacional moderno. O presente artigo segue essa tradição de ...investigação relativamente a Democracia e Educação, livro de John Dewey, compreendendo ainda o estudo de cinco obras anteriores e de cinco obras posteriores a 1916, data de publicação daquele livro clássico. Baseado numa sociologia política da educação, o autor problematiza as concepções de democracia e de participação de Dewey e toma-as como referência para a compreensão das políticas educacionais em tempos de crise da educação democrática. Sob políticas baseadas na educação, formação e aprendizagem para a competitividade económica e a busca global por talentos, de acordo com os valores do novo gerencialismo, do espírito empreendedor e da meritocracia, a crise atual da democracia na educação e a perda de confiança na escola pública parecem mais próximas de uma pós-democracia e de formas mínimas de participação do que dos ideais educativos de democracia, participação e liberdade propostos por Dewey há mais de um século.
Jana Bacevic provides an innovative analysis of education policy-making in the processes of social transformation and post-conflict development in the Western Balkans. Based on case studies of ...educational reform in the former Yugoslavia - from the decade before its violent breakup to contemporary efforts in post-conflict reconstruction - From Class to Identity tells the story of the political processes and motivations underlying each reform. The book moves away from technical-rational or prescriptive approaches that dominate the literature on education policy-making during social transformation, and offers an example on how to include the social, political and cultural context in the understanding of policy reforms. It connects education policy at a particular time in a particular place with broader questions such as: What is the role of education in society? What kind of education is needed for a ‘good’ society? Who are the ‘targets’ of education policies (individuals/citizens, ethnic/religious/linguistic groups, societies)? Bacevic shows how different answers to these questions influence the contents and outcomes of policies.
Health development science; Developmental origins of chronic illnesses; Community; Diabetes; Autism; Obesity; Nutrition; Health disparities across the lifespan; Fetal programming
Doctorate of Nursing Practice preparation is recommended for entry to nurse practitioner (NP) practice but there are few comparative studies, and their designs conflate educational pathways.
To ...investigate time use, functional autonomy, and job outcomes among NPs without a doctorate, NPs whose initial NP preparation and doctorate were separated by 2 or more years, and NPs whose NP preparation and doctorate were concurrent.
We selected all NPs from the 2018 National Sample Survey of Registered Nurses, except those whose doctorates focused on research. We controlled for confounding and applied sample weights to produce nationally representative results.
NPs' educational pathways are associated with distinct practice roles and, moving forward, policy should be informed by evidence that accounts for their differences.
Concurrent NPs had higher levels of functional autonomy compared with NPs without a doctorate, but patterns of time use were essentially the same. Separate doctoral education was associated with teaching and administration.
•The DNP is recommended for NPs, but few studies compare NPs by degree.•NPs who returned for a doctorate did more teaching and administration than other NPs.•Concurrent NP preparation and doctorate were associated with greater functional autonomy.•Moving forward, evidence should inform educational policy recommendations.
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