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.
O plano nacional de educação
Em 1998, foram encaminhados ao Congresso Nacional dois anteprojetos de lei do Plano Nacional de Educacao. O primeiro, elaborado pelo Ministerio da Educacao e, o outro, por educadores das oposicoes, reunidos no Segundo Congresso Nacional de Educacao - II CONED. As duas propostas procuraram fundamentar-se em ampla consulta a educadores, entidades profissionais e associacoes de educadores. Este artigo e dedicado ao exame de alguns aspectos dessas propostas. O anteprojeto do II CONED apresenta-se sobretudo como um documento de luta politica e ideologica. A proposta do Executivo estaria mais comprometida com a racionalidade administrativa ou com a implementacao racional da politica educacional do Ministerio da Educacao.
The Influence of the Supervision of Psychotherapy upon being Therapeutic: II: Modes of Influence of the Supervisory Relationship *
Through supervision, the student develops those innate personal characteristics which are highly important in being therapeutic. In making conscious use of “reality identification” by the student with his teacher, we must take care to avoid certain pitfalls. What is not wanted is transference identification. To help avoid this, we must select appropriate teachers as supervisors. The student should also have more than one supervisor, as this tends to protect against the development of over-idealization on the part of the student, and of omnipotence on the part of the teacher. Personal characteristics of both students and supervisors are extremely important. A good supervisory experience is the most likely vehicle for developing those qualities in the student which will, in time, lead him to function most therapeutically.