A INCOERÊNCIA METODOLÓGICA DO BANCO MUNDIAL (BM) NA DETERMINAÇÃO DAS POLÍTICAS EDUCACIONAIS PARA OS PAÍSES EM DESENVOLVIMENTO
This work has the objective of analysis World Bank (WB) methodological incoherence on the process of chooses educational police for countries in development process. The methodology tool for this work is characterized as theoretic-bibliography. Ahead this, we distinguish principles defended by WB, as the bind existent between WB actions and capitalist system interest. Concomitantly it is analyzed World Conference condition about Education for everybody, realized at Jomtien (Thailand), 1990, whose conclusions show us that WB do not practice speech that determine educational systems, such as administrative decentralization. This fact evidences action methodology in social division of work molds, because international organisms think educational polices that would be executed in development-process-country schools. A possible alternative, in the sense of reverse subordinate position of educational institutions, is teacher’s educational conscience formation while conscientious managers of importance of community participation on school management, what implies a collective and organic work in teacher formation curses and continued formation.
Compre o kit neoliberal para a educação infantil e ganhe grátis os dez passos para se tornar um professor reflexivo
The objective of this article is to contribute at the present time for the reflection about the teacher's infant education formation. Therefore, it is done a revision of the bibliography that has been alerting for the interfaces of the neo-liberalism and the post-modernism with the educational politics and, especially, the politics of teacher's formation. The documents produced by MEC, as guiding for the implementation of the neo-liberal ideal in the field of the teacher's infant education formation, are analyzed, as References as for the teacher's formation as to define knowledge to be worked in the education from 0 to 6. At the end, we conclude that the tendencies of this process are the haste the teacher's formation, the gradual loss of control of the same ones on its professional exercise and the transformation of the classrooms of infant education in labs of implementation of the pedagogic ideals intimated to the neo-liberalism and the post-modernism.
A Study of the Changes Over Time in State Anxiety in a Computer-Assisted Instructional Program
The purposes of this study were to analyze (1) the changes over time in the state anxiety level of children in a computer-assisted program of reading instruction and in classroom reading instruction, (2) the changes in state anxiety patterns as related to gender, achievement level, and ethnicity, and (3) the difference in anxiety levels of the students while in computer-assisted reading instruction and classroom reading instruction.