Educação Integral e Pedagogia Social: Reflexões Aproximativas Com Base No Contexto Brasileiro

As relações entre as políticas educacionais no Brasil e as discussões da Pedagogia Social se evidenciam a partir da análise crítica da implementação da Educação Integral em escolas brasileiras. Neste trabalho, a abordagem da análise documental permitiu acessar os conteúdos das políticas para relacioná-lo aos fundamentos da Pedagogia Social. Uma das conclusões é que a escola e as políticas que a ela se dirigem consideram cada vez mais aspectos sociais, gerando novas demandas formativas e a outra é referente ao debate nacional atual sobre a formação dos Educadores Sociais para atuarem em diferentes espaços educativos, incluindo o escolar.     

ENVIRONMENTAL EDUCATION IN HUNGARIAN UNIVERSITIES

Environmental catastrophes can be avoided and sustainable development can be achieved only if starting from early childhood people are educated to appreciate environmental values, to understand environmental processes, to recognize environmental risks, and to adopt environmentally conscious attitudes, as consumers, as professionals, and as citizens. The development of environmental education in Hungary over the last twenty years has been characterized by the extension of environmental education to an increasing number of university faculties and colleges. A great variety of postgraduate courses in environmental studies have been established. Environmental blocks and special environmental subjects have been integrated into general curricula. The experience gained in postgraduate courses has been applied to undergraduate courses. The principle being followed is that environmental education should be a part of all suitable disciplines at all levels, including the disciplines of the social sciences and of the humanities. Existing shortcomings stem from the highly specialized nature, the inflexibility, and other general aspects of Hungarian higher education and from the failure to pursue positive tendencies. Consequently, environmental studies have not been integrated into all possible disciplines. Except in the cases of course programmes for professional environmentalists, the environmental education offered may not be sufficiently comprehensive. Moreover, it tends to be concentrated in technical and vocational training programmes, while lagging behind in the humanities and the social sciences, except in the case of economics. Hungary must seize the opportunity offered by the PHARE (Po‐logne Hongrie Aide à la Recherche et à l'Edu‐cation)Programme of the European Communities to speed up advances in environmental education.

     

Synergy Between On-the-job Training and Academic Education in the Case of a Newly Created Part-time Engineering Curriculum

Part-time vocational engineering curricula provide a response to a number of present-day demands related to economic developments. Their aim is to transform experienced higher technicians into engineering managers through a combination of knowledge derived from past experience in working positions and in new situations, with courses and activities in an academic institution. Synergy between the two streams can be achieved by specific means such as dual tutoring by the academic institution and the company, training in the capacity of synthesis regarding technological developments in progress, observation and analysis by the learner of his/her own work station, field research on team management and the writing of a final professional dissertation in the company.     

Feedback in educational communication in Czech secondary schools

This paper introduces an empirical study that examines how teachers evaluate pupils?? responses. The study draws on research undertaken at four secondary schools in the Czech Republic. It transpires that feedback has a stable position in the structure of communication; however, it is used only to verify pupils?? responses and not to elaborate them. An important feature of feedback is its implicitness and near-zero content value resulting from the teachers?? preferences to avoid explicit evaluative comments. This type of feedback is not in accordance with the concepts of dialogical education that currently dominate the field of the theory of educational communication.     

Do Consonant Sonority and Status Influence Syllable-Based Segmentation Strategies in a Visual Letter Detection Task? Developmental Evidence in French Children

This article queries whether consonant sonority (sonorant vs. obstruent) and status (coda vs. onset) within intervocalic clusters influence syllable-based segmentation strategies. We used a modified version of the illusory conjunction paradigm to test whether French beginning, intermediate, and advanced readers were sensitive to an optimal “sonorant coda–obstruent onset” sonority profile within the syllable boundaries as a cue for a syllable-based segmentation. Data showed that children used a syllable-based segmentation that improved with reading skills and age. The results are discussed to support that the visual letter detection within pseudowords primarily and early relies on acoustic-phonetic cues within the syllable boundaries, whereas the syllable effect seems to be developmentally constrained by reading skills and age.     

Measurement error in short-term power testing in young people

The aim of this study was to examine the consistency or reproducibility of measuring cycling peak power in children and adults. Twenty-seven pre-pubertal girls and boys and 27 female and male physical education students (age 9.8±0.5 and 24.4±4.3 years, respectively; mean±s) participated in the study. All participants performed five tests over 15 days and underwent a habituation session before the study. Each test included four sprints against four different braking forces. We found that braking forces of 7.5% of body weight in children and 10% of body weight in adults were too high for most of the participants to elicit maximal cycling power. Unlike the children, the physical education students improved their performance between session 1 and session 2 (1025±219 vs 1069±243 W; P<0.001). Therefore, to obtain reproducible measures of cycling peak power, a habituation session including a complete test protocol (i.e. warm-up plus three sprints) is highly recommended. When the protocol included three sprints in children and at least two sprints in adults, measurement of cycling peak power was found to be highly reliable (test-retest coefficient of variation ～3%). Finally, to avoid performance fluctuations, especially over several consecutive evaluations (e.g. longitudinal studies), it is necessary to maintain high motivation in children.     

A Theater-Based Device for Training Teachers on the Nature of Science

Science & Education - This article presents and discusses an innovative pedagogical device designed for training pre-service teachers on the nature of science. We endorse an approach according...     

L'Ingénieur et PEurope: une longue histoire

Two ancient traditions in Europe once dominated the engineering profession: the first guided the nomadic engineer who travelled freely from country to country and practised in various fields of scientific lore, the other pertained to the engineer who confined his activity to one geographical region and one specialty. Over the years, one or the other tradition dominated the development of science. During the Middle Ages and the Renaissance engineers were general practitioners offering their services to various and sundry noblemen. They supplied the needs of the period for innovation in the production of goods. With the advent of the modern state, engineers joined the technical services of royal governments and gradually specialised their activities. A new golden age appeared with the industrial revolution. Engineers led the way in developing mechanical production and building the modem world. But with the coming of sophisticated technology engineers were transformed into specialists in the service of applied science. Engineers were no longer considered the counsellors of ruling powers, but in most cases became ordinary employees and consequently victims of the great depression of the 1930s. Today, in building a unified Europe, engineers are attempting to develop a new image for themselves, and to prepare the profession for the future.     

L'Expression Libre pour L'Acquisition des Langues

We all learn language. This does not mean, however, that we have a clear‐cut picture of how the language learning process takes place, nor what it looks like. Over the centuries implicitly or explicitly we have used theories of language learning and consequently theories of teaching them. One such theory which has its roots in the past is the basis of the free oral expression approach. In this approach, the learner and his acquisition process are the centre of the teacher's interventions. Logically such an approach entails consequences for the training and education of language teachers.