Neste artigo, buscamos compreender e problematizar como o conceito de internacionalização foi delineado nos Planos Nacionais de Pós-Graduação (PNPG) no Brasil e como a Área de Educação comportou-se a ...partir da elaboração dos Documentos de Área. Realizamos a análise por meio de pesquisa bibliográfica e documental, que tomou como fontes primárias os cinco PNPG disponíveis: 1975-1979; 1982-1985; 1986-1989; 2005-2010; e 2011-2020, bem como os sete documentos da Área de Educação localizados na internet: 1998-2000; 2001-2003; 2004-2006; 2007-2009; 2010-2012; 2013-2016; e 2017-2020. Os documentos foram analisados em uma perspectiva histórica e demonstraram que a internacionalização dos Programas aparece, ainda que difusamente, já nos primeiros PNPG analisados, tornando-se mais frequente e articulada ao contexto social e econômico com o passar dos anos. O aumento de sua importância está relacionado à busca por construir uma Pós-Graduação com características internacionais, aos moldes das Universidades de Classe Mundial. A pesquisa demonstra, ainda, que a Área de Educação, por vezes, vai tomando ações contraditórias, aproximando-se da concepção de internacionalização difundida hegemonicamente e, ao mesmo tempo, apresentando proposições que revelam preocupação com a produção da ciência, indicando alternativas à mercadorização da Pós-Graduação.
Geography of Education sets out the scope of this emergent, interdisciplinary field. It illustrates the essential affinity of geographical and educational studies, by emphasising the geographical ...factors influencing formal education systems and other forms of knowledge transfer. Colin Brock begins by arguing the theoretical synergy that exists between the nature of both geography and educational studies as disciplines. This is then exemplified by an analysis of the emergence of systems of schooling under the influence of religious, political and economic forces. The author also considers informal and non-formal modes of education, and argues that the huge diversity of such provision creates a rich resource for research into geographies of education. In the final chapters the author turns his attention to the role of cyberspace, which has its own geography, in learning, and considers education as a form of humanitarian response to issues of environmental sustainability. By bringing together a wide range of themes and topics relating to both education and geography, Colin Brock argues that the geographical approach should inform the evolution of all types of educational provision around the world.
Recent efforts to improve the quality and availability of scientific research in education, coupled with increased expectations for the use of research in practice, demand new ways of thinking about ...connections between research and practice. The conceptual framework presented in this paper argues that increasing research in educational decision-making cannot be simplified to an issue of dissemination or of motivating practitioners to access evidence-based research but rather is a bidirectional problem in which characteristics of both the research and practice communities must be understood and addressed in order to strengthen ties between research and practice in education.
Resumen: Introducción: considerar la educación superior como un derecho humano implica prestar atención a la igualdad de oportunidades en el acceso, la permanencia y el egreso. Desde esta perspectiva ...se reconoce a la equidad como rasgo de la calidad educativa.Se considera que hay equidad cuando el acceso, la permanencia o el egreso no dependen de las características socioeconómicas y demográficas de los hogares, de las capacidades físicas de las personas y la etnia. El estudio se propuso como objetivo analizar la relación entre las variables demográficas y socioeducativas con los resultados del proceso de ingreso, egreso y la demora en completar los estudios. Esta información se considera importante para orientar políticas educativas institucionales. Métodos: estudio cuantitativo, descriptivo, censal sobre 18 cohortes de aspirantes y 10 cohortes de estudiantes de Medicina, Enfermería y tecnicaturas en una universidad latinoamericana, estatal y gratuita. Resultados: la jurisdicción de la escuela secundaria y el nivel de estudios de la madre y el padre son 2 características que diferencian el perfil de los ingresantes a la carrera de Medicina, de los aspirantes en general y de los ingresantes a las otras carreras de salud. Estas características se acentúan en el perfil de egreso y demora en completar la carrera. Conclusión: las prácticas institucionales no mitigarían las desigualdades socioeducativas de origen, en especial en la carrera de Medicina. La caracterización de los aspirantes, ingresantes y egresados según las variables demográficas y socioeducativas es una manera de visibilizar la equidad educativa, información valiosa para revisar políticas educativas de ingreso, permanencia y egreso. Abstract: Introduction: To consider higher education as a Human Right implies paying attention to equal opportunities in access, permanence and graduation. From this perspective, equity is recognized as a feature of educational quality.It is considered that there is equity when access, permanence or graduation do not depend on socioeconomic and demographic characteristics of the households, physical abilities or ethnicity of students. The study objective was to analyze the relationship between demographic and socio-educational variables with the results of the admission process, the discharge condition and the delay to complete the studies. This information is considered to be important as a guide for institutional educational policies. Methods: Quantitative, descriptive, census study on 18 cohorts of applicants and 10 cohorts of Medicine, Nursing and Technical students at a Latin American, state and free university. Results: The jurisdiction of the secondary school and the educational level of the mother and father are two characteristics that differentiate the profile of the entrants to the Medicine career, from the applicants in general and from the entrants to the other health careers. These characteristics are accentuated in the graduation profile and the delay in completing the degree. Conclusion: Institutional practices would not mitigate the socio-educational inequalities of origin, especially in the Medicine career. The characterization of applicants, entrants, and graduates according to demographic and socio-educational variables is a way to make educational equity visible, valuable information to review educational policies for admission, permanence and graduation.
Studies have shown how school professionals deal with large quantities of student test data and accountability policies in different ways. However, the subtle ways in which school leaders and ...teachers use their time, their power and their talk when dealing with external policy demands in daily practice is understudied. Using data from interviews with formal school leaders and video observations of leadership teams and teaching teams, this paper investigates how school leaders and teachers deal with external testing policy demands in a fairly new policy context of national testing in Norway. The study aims to explore micro-political aspects of the issue, by applying a theoretical framework on leadership, micro-policy actors and ideas about time. The paper contributes to the field of education policy and reform by introducing the role that time plays in micro-politics in general and how time issues contribute to the shaping of stakeholders' understanding of and relationship to external policy demands. Findings surrounding middle leaders as crucial in the micro-policy construction of time and space, suggesting a need for research aimed at understanding school leaders' and teachers' sharing experiences of time and the care for the collective self.
Este artículo analiza los desarrollos recientes de política educativa en la República Dominicana prestando atención a los modos en que una serie de nuevos actores no estatales participan de los ...procesos de reforma educativa. A partir de entrevistas en profundidad con policymakers, representantes del gobierno, agencias de cooperación, organismos internacionales y organizaciones filantrópicas, se explora el desarrollo de nuevas formas de privatización en los procesos de producción de política educativa. Se advierte una clara reconfiguración de la estructura de gobierno del sistema educativo hacia una nueva estructura de ‘gobernanza’ de la que forman parte organismos internacionales, agencias de cooperación internacional, el sector empresarial y diversas organizaciones de la sociedad civil.
This essay argues that principals' capacity to advance equity might have been constrained by pre-COVID conditions. Drawing on the emerging literature on school leadership during the pandemic, the ...current article discusses how principals' capacity to advance equity was expanded as a result of the window of opportunities created by the COVID-19 pandemic. Given the increased frequency at which schools experience crises, understanding these opportunities may allow stakeholders to better support principals' efforts to enact equity-oriented leadership practices. Implications for leadership preparation, school funding, accountability policies, and future research are discussed.
Dynamics in Education Politics: Understanding and Explaining the Finnish Case introduces a new theoretical framework characterised as Comparative Analytics of Dynamics in Education Politics (CADEP). ...Albeit the topicality of comparative research is obvious in the current era of global large-scale assessment, with its concomitant media visibility and political effects, comparative education is still suffering from certain methodological deficits and is in need of robust theorisation. Focusing on relational dynamics between policy threads, actors and institutions in education politics CADEP seriously considers the phenomena of complexity, contingency and trans-nationality in late-modern societies. In this book CADEP is applied and validated in analysing the "Finnish Educational Miracle" that has been attracting attention in the educational world ever since they rocketed to fame following the PISA studies during the 2000s. This book will open up opportunities for mutual understanding and learning rather than just celebrating the exceptional circumstances or sustainable leadership.
Areas covered include:The analytics of dynamics in education politicsThe dynamics of policy making and governance The dynamics of educational family strategiesThe dynamics of classroom culture It is vital for humankind to be able to learn from each other’s successes and failures, and this applies in education, too. This book is thus a valuable read for anyone interested in the education system and wanting to shape the learning environment.
Gegenwärtige spätmoderne Gesellschaften zeichnen sich durch multiple Krisen aus: Soziale Ungleichheit, Rechtsextremismus und staatlicher Autoritarismus bedrohen die Demokratie, der kapitalistische ...Wachstumszwang die natürliche Umwelt. Hierauf muss die schulische Politische Bildung reagieren, wenn sie ihren Bildungsauftrag ernst nimmt. Sascha Regier zeigt auf, dass eine Soziopolitische Bildung das Politische wieder in den Bereich der gesellschaftlichen Machtverhältnisse zurückholen kann. Gegenüber den dominierenden Positionen der Politischen Bildung, die affirmativ auf die Stabilisierung der bestehenden staatlichen und gesellschaftlichen Ordnung orientiert sind, kann sie staatliche Herrschaft differenzierter und in ihrer aktuellen Transformation begreifen.
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