Evaluation Methods of Speech Perception Ability through Cochlear Implant

Shiroma, Masae; Iwaki, T.; Kawano, Jun; Kubo, Tomitaka; Funasaka, Sotaro

doi:10.1159/000058994

Cited by 7 publications

(6 citation statements)

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“…O eixo Inovação e empreendedorismo prevê o fomento de projetos com o aporte de R$ 30 milhões para 135 projetos da Rede Federal, contemplando temas como empreendedorismo inovador, iniciação tecnológica no mundo digital e novas metodologias educacionais baseadas nas Oficinas 4.0, articulado ao conceito de Educação 4.0 em projetos de ensino, pesquisa e extensão. Fonte: Organizado pela autora, a partir do site do MEC/Novos Caminhos (2022).…”

Section: Programa Novos Caminhosunclassified

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The Professional and Technological Education Policy in the Bolsonaro Government (2019-2022)

Caetano

2023

RBEPT

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O presente texto busca situar as políticas direcionadas à educação profissional no governo Bolsonaro por meio da descrição da proposição de ações, de programas e de estratégias articuladas pelo Ministério da Educação, assim como das possíveis repercussões para o Ensino Médio Integrado nos Institutos Federais. Nos procedimentos metodológicos, utilizamos a abordagem bibliográfica e documental para procurar compreender, nas fontes pesquisadas, a materialização da política educacional. Nas considerações, aborda-se que a iniciativa busca atender às demandas da nova ordem de acumulação capitalista, visto que os programas e ações são focados no mercado e não na formação do sujeito integral.

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Section: Programa Novos Caminhosunclassified

“…O Qualifica Mais Progredir é uma linha de fomento para a oferta de cursos de qualificação profissional de Microempreendedor Individual Fonte: Organizado pela autora, a partir do site do MEC/Novos Caminhos (2022).…”

Section: Qualifica Mais Progredirunclassified

The Professional and Technological Education Policy in the Bolsonaro Government (2019-2022)

Caetano

2023

RBEPT

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“…This situation tends to disregard out-of-school variables, placing too much emphasis on intra-school variables, which contributes to increasing teachers' accountability for students' "unsatisfactory performance", which, according to the recommendations of multilateral organizations, should contribute to the reconfiguration in forms of management (SHIROMA;EVANGELISTA, 2011). According to Ormond e Löfler (1999), this results-based management logic represents an important element of managerialism ideology.…”

Section: Axis 9 I Monitoring and Assessmentmentioning

confidence: 99%

Managerialism in the Continuing Education of Teachers in Brazil: An Analysis of Documents Proposed by the National Council of Education Secretaries

Filho

Gonçalves

2023

Educ. rev.

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The influence of the National Council of Education Secretaries (CONSED) is recognized in the processes of implementing public policies for continuing teacher education in Brazil, as well as its role in the articulation of operational logistics and its approximation with third-sector institutions, which tends to influence the guidelines for training processes. Given the above, this work asks the following research question: what are the characteristics proposed for the continuing education of teachers in the context of implementing the National Common Core Curriculum Base (BNCC) and the New High School (NEM)? For this purpose, we analyse documents made available on the site of CONSED, organized by the Working Group (GT) Continuing Education. To that end, we used the Discursive Textual Analysis (DTA) proposed by Moraes (2003). As a result, categories associated with guidelines for continuing teacher education processes emerged: alignment with US educational policies; governance; and assessments, control, and monitoring. These categories highlight aspects such as: the need to rethink a discourse of “efficacy” of continuing teacher education conducted in the US; the governance as a principle that involves institutions of the so-called third sector aligned with the managerial proposal of public administration; assessment as an instrument for monitoring and controlling what is taught in schools. We concluded that managerial principles are strongly present in the analyzed documents and, therefore, as a characteristic of the continuing teacher education processes for implementing the BNCC and the NEM.

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“…62 (Brasil, 1996), proposed the training of teachers for basic education at higher education level, in a Superior Degree course, although that offered at High School level, in the Normal modality is admitted as minimum training for teaching in kindergartens and elementary school, as well as those offered by Superior Normal courses (Title IX, Art. 87, § 4) (Tanuri, 2000;Shiroma;Moraes;Evangelista, 2011). Superior courses teacher formation was also affected, since Decree No.…”

Section: Introductionmentioning

confidence: 99%

Pibid e Pnaic: institutional implementation arrangements with university and school partnerships

Cock,

Ramos

2024

Educ. Pesqui.

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This article presents a comparative study of two Brazilian public educational policies aimed at valuing the teaching profession and encouraging teacher training: the Institutional Teaching Initiation Scholarship Program ( Pibid , in Portuguese), aimed at the initial training of undergraduates, and the National Pact for Literacy at the Right Age ( Pnaic , in Portuguese), focusing on the continuing training of literacy teachers. Using the approach of institutional implementation arrangements and the concepts of the third space and the teacher training triangle as a theoretical and methodological reference, we investigated how their institutional implementation arrangements were configured, focusing on governance, state political capacities and their main instruments, and the teacher training models involved in these arrangements. This is a comparative study with a qualitative approach, based on case studies of these programs at two federal universities. The main results point to similarities between Pibid and Pnaic in their governance structures and the role of universities in their implementation. Between 2017 and 2018, these programs experienced important changes in terms of formulation associated with the political context within Education Ministry ( MEC , in Portuguese) and Coordination for the Improvement of Higher Education Staff (Capes, in Portuguese). In their arrangements, the changes coincided in time frames and in the effects of political capacities. However, in the contexts investigated, we observed innovations for the continuity of the programs associated with previous experiences of the implementers at these universities, which pointed to more fruitful results when there were closer links between universities and schools.

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Evaluation Methods of Speech Perception Ability through Cochlear Implant

Cited by 7 publications

References 0 publications

The Professional and Technological Education Policy in the Bolsonaro Government (2019-2022)

The Professional and Technological Education Policy in the Bolsonaro Government (2019-2022)

Managerialism in the Continuing Education of Teachers in Brazil: An Analysis of Documents Proposed by the National Council of Education Secretaries

Pibid e Pnaic: institutional implementation arrangements with university and school partnerships

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