scholarly journals Cinema na Educação: um olhar a partir da categoria gênero

2018 ◽  
Vol 10 (4) ◽  
pp. 100
Author(s):  
Fabiana Lima de Lima Leite ◽  
José de Souza Miguel Lopes
Keyword(s):  
Public Schools ◽  
National Education ◽  
Educational Processes ◽  
Gender Education ◽  
And Gender ◽  
Sobre Todo ◽  
Education Plan

Este artigo busca uma interseção entre Cinema, Educação e Gênero, sobretudo considerando a aprovação da Lei 13.006/14, que determina a exibição de cinema nas escolas públicas e as resistências em incorporar a perspectiva da educação em gênero nas escolas a partir de 2014, com o Plano Nacional de Educação. Estudos são trazidos ao texto para elucidar como a prática escolar historicamente perpetua e reproduz uma cultura dominante sexista e, a partir de um diálogo com a teoria fílmica feminista, sustentamos a hipótese-cinema como dispositivo insurgente capaz de contribuir para processos educativos pautados pela emancipação e equidade de gênero.Palavras-chave: Educação. Cinema. Mulheres. Feminismo. Movies in education: a look from the gender categoryABSTRACTThis article seeks an intersection between Movies, Education and Gender, especially considering the approval of Law 13.006/2014, which determines the exhibition of movies in public schools and the resistance to incorporate the perspective of gender education in schools from 2014, with the National Education Plan. Studies are presented in the text to show how the school reproduces a dominant sexist culture and, from a dialogue with feminist fi lm theory, we support the cinema-hypothesis as an insurgent device capable of contributing to educational processes guided by emancipation and gender equity.Keywords: Education. Movies. Women. Feminism. Cine en la educación: Una mirada desde la categoría géneroRESUMENEste artículo busca una intersección entre Cine, Educación y Género, sobre todo considerando la aprobación de la Ley 13.006/14, que determina la exhibición de películas en las escuelas públicas y las resistencias en incorporar la perspectiva de la educación en género en las escuelas a partir de 2014, con el Plan Nacional de Educación. Se acude a estudios en el texto para elucidar como la práctica escolar históricamente perpetúa y reproduce una cultura dominante sexista y, a partir de un diálogo con la teoría cinematográfi ca feminista, sostenemos la hipótesis-cine como dispositivo insurgente capaz de contribuir para procesos educativos pautados por la emancipación y equidad de género.Palabras clave: Educación. Cine. Mujeres. Feminismo.

scholarly journals Programa Mais Educação e PNE: o representativo caso de Minas Gerais

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Bárbara Bruna Moreira Ramalho ◽  
Lúcia Helena Alvarez Leite ◽  
Mariana Marilack Gomes
Keyword(s):  
Public Schools ◽  
Present Article ◽  
Education Program ◽  
Minas Gerais ◽  
First Year ◽  
Full Time ◽  
Representative Case ◽  
National Education ◽  
Municipal Schools ◽  
Education Plan

<p>Até o ano de 2016, o Programa Mais Educação (PME) subsidiava o desenvolvimento de atividades de educação integral nos estados e municípios brasileiros. Considerando-se a quase uma década de vigência do Programa e a proposição, em 2014, da meta de atendimento de 50% das escolas públicas e de 25% de seus estudantes em tempo integral no Brasil no Plano Nacional de Educação (PNE 2014-2024), objetiva-se apresentar neste artigo um retrato da incidência do PME nas escolas públicas estaduais e municipais de ensino fundamental do estado de Minas Gerais no primeiro ano de vigência do PNE. Embora tenha alcançado êxito no que tange à ampliação de atendimento em oito dos seus nove anos de vigência, observa-se atualmente uma queda nas matrículas na educação integral. Uma realidade que pode se agravar a partir da reformulação do Programa, que passou, em 2016, a denominar-se Novo Mais Educação (PNME).</p><p><strong>Palavras-chave</strong></p><p>Educação integral. Programa Mais Educação. Programa Novo Mais Educação. Plano Nacional de Educação.</p><p> </p><p><strong>The More Education Program and the PNE: The Representative Case of Minas Gerais</strong></p><p><strong>Abstract</strong></p><p>Until 2016, the More Education Program (Programa Mais Educação - PME) supported full-time education activities in Brazilian states and municipalities. The program has been in place for nearly a decade and, in 2014, the National Education Plan (PNE 2014-2024) proposed to make fulltime education available for 50% of public schools and 25% of their students in Brazil. In the light of these facts, the present article aims to present a portrait of the PME’s incidence in public state and municipal schools in the state of Minas Gerais for the first year that the PNE has been in place. Although it was successful with regards to expanding offer for eight of its nine years in place, today there is a decrease in full-time education enrollments. This situation can be aggravated by the reformulation of the program, which was renamed the New More Education Program (Programa Novo Mais Educação - PNME) in 2016.</p><p><strong>Keywords</strong></p><p>Full-time education. More Education Program (Programa Mais Educação). New More Education Program (Programa Novo Mais Educação). National Education Plan.</p>

PROSPEK PENGEMBANGAN PONDOK PESANTREN KECAMATAN MALANGKE KABUPATEN LUWU

2018 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Yunus Yunus
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Government Regulation ◽  
Boarding School ◽  
Boarding Schools ◽  
Educational Institutions ◽  
National Education ◽  
Funding Sources ◽  
National Education System ◽  
Teachers And Students

AbstrakPola Strategi pengembangan Pondok Pesantren di Malangke, strategi pengembangan pesantren adalah cara atau srategi yang digunakan oleh wadah atau tempat guna proses suatu perubahan berencana yang memerlukan dukungan semua pihak, anatara lain Kepala, staff, guru, dan siswa dengan perubahan-perubahan itu diharapkan dapat mengembangkan dan meningkatkan lembaga pendidikan, yang memerlukan usaha jangka pendek, menengah, dan panjang guna menghadapi perubahan yang akan terjadi pada masa mendatang. Peluang dan tangan pengembangan Pesantren di Luwu Utara,  terdapat Undang-undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, yang beberapa pasalnya menekankan penyelenggaraan pendidikan keagamaan, seperti, pasal 30 ayat (1) dan Peraturan Pemerintah (PP) Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan pada pasal 1 ayat (2) tentang Pendidikan Agama dan Pendidikan Keagamaan yang didalamnya secara tegas dikemukakan bahwa pondok pesantren menyelenggarakan pendidikan diniyah pada tingkat dasar dan menengah, tergolong dalam sub sistem pendidikan Nasional di Indonesia yang bertujuan untuk mencerdaskan bangsa, menjadikan manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menajdi warga negara yang demokratis serta bertanggung jawab. Sedangkan tantangan ada beberapa hambatan 1)Sistem kurikulum yang lebih modern, sehingga pesantren ketinggalan jauh dari sekolah umum, 2) Kurangnya anggaran dan sumber pendanaan disebabkan oleh kurang siswa. 3) adanya sebagian orang tua tidak tertarik menyekolahkan anak di sekolah Pesantren.Kata kunci:      Pengembangan, Pondok Pesantren As’addiyah.  AbstractThe pattern of the development of Islamic boarding schools in Malangke, the strategy of developing pesantren is the method or strategy used by the place or place for the process of planning changes that require the support of all parties, among others, the Head, staff, teachers and students are expected to develop and improving educational institutions, which require short, medium and long-term efforts to deal with changes that will occur in the future. Opportunities and hands for the development of Islamic boarding schools in North Luwu, there is Law Number 20 of 2003 concerning the National Education System, some of which emphasize the implementation of religious education, such as article 30 paragraph (1) and Government Regulation (PP) Number 55 of 2007 concerning Education Religion and Religious Education in Article 1 paragraph (2) concerning Religious Education and Religious Education in which it is expressly stated that Islamic boarding schools conduct early childhood education at the elementary and secondary levels, belonging to the national education sub-system in Indonesia which aims to educate the nation, make humans who have faith and devotion to the Almighty God, are noble, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. While the challenges are several obstacles 1) A more modern curriculum system, so that pesantren lag far behind public schools, 2) The lack of budgets and funding sources is caused by lack of students. 3) there are some parents who are not interested in sending their children to school in Islamic boarding schools.Keywords:        Development, As'addiyah Islamic Boarding School.

PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN THE IMPLEMENTATION OF QUALITY ASSURANCE STANDARDS IN PUBLIC SECONDARY SCHOOLS IN EDO AND DELTA STATES

2015 ◽  
Vol 16 (1) ◽  
pp. 10
Author(s):  
Umemetu Momoh ◽  
Nkechi Obiweluozor
Keyword(s):  
Quality Assurance ◽  
Public Schools ◽  
Secondary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Female Principals ◽  
The Public ◽  
Administrative Effectiveness ◽  
And Gender ◽  
Quality Assurance Standards

This study examined principals’ administrative effectiveness in the implementation of quality assurance standards in public secondary schools in Edo and Delta States. To guide the study, three hypotheses were raised. The study adopted the descriptive research design. The population of the study comprised all the principals and teachers in the public secondary schools in Edo and Delta States, Nigeria. Simple random sampling technique was used to select 240 principals and 720 teachers from the schools. Data was collected using ‘Administrative Effectiveness and Implementation of Quality Assurance Standards Questionnaire (AEIQASQ)’ to find out principals’ level of administrative effectiveness in the implementation of quality assurance standards using the Normative mean of 62.5 which was established from the instrument as the benchmark for effectiveness. The findings revealed that principals’ administrative effectiveness was high in the public secondary schools in Edo and Delta States. There was also a significant relationship between administrative effectiveness and implementation of quality assurance standards in the States based on principals’ gender and experience. It was therefore recommended that since principals in public schools are effective, Government should provide them with adequate funds and all necessary support to ensure that quality assurance standards are fully implemented in the schools. Also, experience and gender should be considered in appointing principals among other criteria as experienced female principals were found to be more effective.

scholarly journals Mini-Mental State Exam Status of Community-Dwelling Cognitively Intact Centenarians

1995 ◽  
Vol 7 (3) ◽  
pp. 417-427 ◽  
Author(s):  
Philip A. Holtsberg ◽  
Leonard W. Poon ◽  
Carol A. Noble ◽  
Peter Martin
Keyword(s):  
Mental State ◽  
Community Dwelling ◽  
Group Differences ◽  
Performance Deficits ◽  
Mini Mental State Exam ◽  
Concomitant Variables ◽  
Gender Education ◽  
And Gender ◽  
Cognitively Intact ◽  
Significant Covariates

Mini-Mental State Exam (MMSE) scores for 247 community-dwelling, well-functioning individuals in their 60s (n = 88), in their 80s (n = 92), and 100 or older (n = 67) were compared to examine overall and component MMSE differences. The concomitant influences of visual or literacy deficits, gender, education, race, income, and activities of daily living on MMSE performance were analyzed. Mean MMSE scores of 27.8, 27.1, and 24.8, respectively, for the three cohorts were significantly different, even when all concomitant variables were controlled. After the concomitant variables were controlled, results indicated that there were no age group differences on five MMSE items: naming, repeating, listening and obeying, reading and obeying, and writing sentences. Participants with visual or literacy deficits scored 1.5 points lower than other partimcipants, and displayed performance deficits in four items form the Read & Write MMSE division: naming, reading and obeying, writing sentences, and praxis. Education and gender were significant covariates for total and divisional MMSE scores.

Factors that affect entomophagical practices in Ghana

2017 ◽  
Vol 3 (1) ◽  
pp. 33-41 ◽  
Author(s):  
P.J. Anankware ◽  
E.A. Osekre ◽  
D. Obeng-Ofori ◽  
C.M. Khamala
Keyword(s):  
Social Factors ◽  
Urban Areas ◽  
Age Groups ◽  
Ecological Factors ◽  
Insect Species ◽  
Edible Insects ◽  
The Social ◽  
Gender Education ◽  
And Gender ◽  
Religious Reasons

This study evaluated the social and ecological factors that affect entomophagy in Ghana with a view to instigate the initiation of programmes for the use of insects for human and poultry nutrition in Africa. Two thousand questionnaires were administered to randomly selected respondents in all the ten regions of Ghana. With regards to social factors, entomophagy was found to be influenced by age, gender, education and occupation. Entomophagy is practiced across all age groups and gender in Ghana. Proportionally, 90, 78 and 74% of the aged (60+), middle aged (31-50) and the youth (18-30), respectively, were observed to consume various insect species. Ecologically, entomophagy was more pronounced in rural than urban areas. Over 87% of respondents who consume edible insects acquire them through harvesting/trapping. Four insect species were identified as feed for animals. The majority (81.6%) of the respondents consume insects as a source of protein, 9.6% for cultural reasons, 5.6% for medicinal values and 3.0 and 0.2%, respectively, for recreational and religious reasons. Gender has the least influence on entomophagy. Considering the economic, ecological and nutritional importance of edible insects in traditional Ghanaian foods, attention should be given to sustainable environmental harvesting practices.

scholarly journals Sex and gender differences in tobacco smoking among adolescents in French secondary schools

2016 ◽  
Vol 70 (3) ◽  
Author(s):  
S. Kalaboka ◽  
J.P. Piau ◽  
G. King ◽  
D. Moreau ◽  
M. Choquet ◽  
...  
Keyword(s):  
Public Schools ◽  
Alcohol Consumption ◽  
Tobacco Smoking ◽  
Protective Factor ◽  
Smoking Behaviour ◽  
Influential Factors ◽  
Sex And Gender ◽  
Regular Smoker ◽  
Occasional Smoker ◽  
And Gender

Aim. We investigated the relationship between sex (genetic/biological) and gender (environmental/ cultural) factors in relation to adolescent tobacco smoking. Methods. A representative sample of 11,582 students from French secondary public schools participated in the study by completing a self-administered, standardised questionnaire. Results. Using the WHO classification for smoking in the youth, 15.6% of the adolescents were regular smokers, 7.7% occasional smokers, 17.9% experimental smokers and 4.8% ex-smokers, with no statistically significant gender difference. Taking non-smoking as a reference, puberty had a much greater effect on the likelihood of being a regular smoker [OR=18.0 (95% Confidence Interval: 9.6- 32)] than of being an experimental/occasional smoker [OR=3.7 (2.9-4.6)] among girls. For boys, the effect of puberty was not as great [OR=4.7 (3.5-6.5)] for regular vs. [OR=2.1 (1.8-2.5)] for experimental/occasional smokers). Similarly, illicit drug use had a larger effect on the likelihood of being regular smoker vs. non-smoker [OR=15.0 (12.0-20.0) in boys and 12 (8.8-16.0) in girls] than of being experimental/occasional smoker vs. a non-smoker [OR=4.8 (3.7-6.1) and 2.9 (2.1-3.9) respectively]. Other factors related to regular smoking were exposure to passive smoking and regular alcohol consumption. Living with both parents was a protective factor for life and regular smoking in both genders. Conclusions. Our results show that influential factors of sex-related (puberty), gender-specific (environmental tobacco smoking, alcohol consumption, drug abuse) or sex/gender (regular sexual intercourse) are related to the smoking behaviour in French adolescents.

The Problem with Black Boys: Race, Gender, and Discipline in Christian and Private Elementary Schools

2018 ◽  
Vol 15 (3) ◽  
pp. 408-421
Author(s):  
Sharoni D. Little ◽  
La Verne A. Tolbert
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
Gender Stereotypes ◽  
Teacher Expectations ◽  
Student Assessment ◽  
Black Boys ◽  
Institutional Climate ◽  
Educational Environments ◽  
Private And Public ◽  
And Gender

In Christian, private, and public schools, Black boys are forced to endure educational environments that promulgate the stereotype of their supposed intellectual inadequacy and “troublesome” behavior. Deficit-based narratives, fueled by historical racist and sexist stereotypes, contend that Black boys are deviant, disengaged, disruptive, undisciplined, unintelligent, problematic, confrontational, threatening, and difficult to teach – all in a place that should be safe and affirming – schools. In this article, we examine how racial and gender stereotypes reify the educational plight of Black boys, and negatively influence key educational foci, including teacher expectations, pedagogy, curricula, institutional climate/culture, student assessment, and disciplinary matters.

scholarly journals PERKEMBANGAN MADRASAH PASCA UNDANGUNDANG NOMOR 20 TAHUN 2003 TENTANG SISTEM PENDIDIKAN NASIONAL DALAM BINGKAI PENELITIAN

Dialog ◽  
2014 ◽  
Vol 37 (1) ◽  
pp. 61-74
Author(s):  
Nuruddin Nuruddin
Keyword(s):  
Public Schools ◽  
Human Resources ◽  
Education System ◽  
Educational Institutions ◽  
Competitive Advantages ◽  
Traditional Management ◽  
National Education ◽  
National Education System ◽  
Five Elements ◽  
Common Problems

This paper attempts to investigate madrasah in line with the 5 year momentum of madrasa (2004-2009) coincided with the enactment of the National Education System Act No. 20 of 2003. Hence, this is to portray the madrasa after the birth of the Act. Madrasah has a clear position that is equal to that of public schools. Madrasah can be viewed from five elements, such as, namely, access, quality, relevance and competitiveness, and management and governance. Further this also describes the demands that the  madrasa have to be more active in self-portraying as the best educational institutions with competitive advantages, and being able to build an extensive network. In this regard, Madrasa must first be able to overcome some common problems, such as lack of human resources, lack of infrastructure, limited funds, traditional management, and so forth.

scholarly journals Impacto de la actividad física y la práctica deportiva en el contexto social de la educación superior (Impact of physical activity and sports practice in the social context of higher education)

Retos ◽  
2019 ◽  
pp. 742-747
Author(s):  
Jayson Bernate ◽  
Ingrid Fonseca ◽  
Milthon Betancourt
Keyword(s):  
Physical Activity ◽  
Higher Education ◽  
Community Integration ◽  
Educación Superior ◽  
Public And Private ◽  
National Education ◽  
Educacion Superior ◽  
Healthy Habits ◽  
Educational Processes ◽  
Politica Publica

El presente artículo ilustra aspectos de calidad, innovación e inclusión en la educación superior a través del deporte y la actividad física, es una divulgación y experiencia pedagógica didáctica basada en la sistematización, está yace desde la política pública colombiana del Ministerio de Educación Nacional, como respuesta para mejorar los procesos educacionales en la formación superior, la cual se lleva a cabo articulando los procesos de bienestar universitario y se incorporan diferentes programas de aprovechamiento del tiempo libre, desde allí que se consideren aspectos trascendentales de la formación docente hoy por hoy, ya que se busca proporcionar espacios donde se promueve la prevención y promoción de hábitos saludables. Desde las universidades se deben incentivar encuentros con la cultura y el deporte que faciliten el reconocimiento y la promoción de las habilidades; animar el fortalecimiento de la dimensión espiritual del ser humano; inculcar el ánimo por el emprendimiento y buscar alianzas con los sectores públicos y privados interesados en aportar al proyecto de vida personal y profesional de estudiantes y colaboradores, fundamentales para la gestación de seres proactivos y creadores de nuevas ideologías los cuales aporten a la sociedad como actores de un espacio para la socialización e integración de la comunidad colectiva.Abstract. This article illustrates aspects of quality, innovation and inclusion in higher education through sport and physical activity, it is an educational and didactic dissemination and experience based on the systematization of experiences. It is emerging from the Colombian public policy of the Ministry of National Education, as a proposal to improve educational processes in higher education, which is carried out by articulating the processes of university welfare and incorporating different programs to take advantage of free time. From there that transcendental aspects of teacher training are considered today, as it seeks to provide spaces where prevention and promotion of healthy habits are promoted. From the universities, meetings with culture and sports should be encouraged, which facilitate the recognition and promotion of skills. In addition to stimulating the strengthening of the spiritual dimension of the human being, instilling the spirit for entrepreneurship and seeking alliances with the public and private sectors interested in contributing to the project of personal and professional life of students and collaborators. These actors are fundamental for the promotion of proactive beings and creators of new ideologies, which contribute to society in a space for socialization and community integration.

scholarly journals The System of Qualification Examination at Public Schools in Eastern Siberia at the turn of the 19th – 20th Centuries as a Result of Education Policy of the Russian Autocracy

2021 ◽  
Vol 37 ◽  
pp. 27-37
Author(s):  
N. N. Lebedeva ◽  
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
The State ◽  
Eastern Siberia ◽  
National Education

The article deals with peculiarities of the organization of end-of-year and final examinations at public schools in Eastern Siberia at the turn of 19th – 20th centuries in connection with the problems of formation and development of the content and mechanisms of realization of the State Final Certification in the practice of modern national education.

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