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As experiências analisadas circunscrevem a discussão da docência, sua formação, preparação e construção de saberes legitimados por processos específicos que reverberam em favor da importância da avaliação institucional na educação superior, sem preterir a pesquisa e a extensão, dando igualmente legitimidade aos compromissos institucionais que revelam atenção às inquietações internas e externas implicadas na docência como profissão na contemporaneidade. O destaque em questão advém de ações, programas e políticas institucionais eticamente referenciadas, constituídas e materializadas por compromissos epistemológicos/educacionais e sociais, que transversalizam a missão e a visão institucional. Revelam processos de escuta aos reclames internos, externos e ao entorno das instituições, acolhimento respeitoso tanto ao discente quanto ao docente, o que evidencia que a atuação do profissional, do professor da educação superior, vai muito além das convicções e limitações, nutre-se e fortalece-se pela formação inicial e continuada, superando a ilusão do notório saber, e/ou a supremacia da dimensão formativa em detrimento de uma ou de outra perspectiva. Os esforços institucionais apresentados reiteram a formação inicial e continuada permanente como necessidade, como exigência no e para o exercício da docência na Educação Superior de forma ímpar!
Education systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalise access to knowledge worldwide through openly and freely available online high-quality content. UNESCO has contributed to building global awareness about Open Educational Resources, through facilitating an extended conversation in cyberspace. Over the course of two years, a large and diverse international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. In making the background papers and reports from those discussions available for the first time in print, this publication seeks to share even more widely the contributions made by so many. It is intended for all who may be intrigued by the Open Educational Resources movement - its promise and its progress.
What is the condition of the field of Physical Education? How is it adapted to the rise of kinesiology, sport and exercise science and human movement studies over the last thirty years? This Handbook provides an authoritative critical overview of the field and identifies future challenges and directions. The Handbook is divided in to six sections: Perspectives and Paradigms in Physical Education Research; Cross-disciplinary Contributions to Research Philosophy; Learning in Physical Education; Teaching Styles and Inclusive Pedagogies; Physical Education Curriculum; and Difference and Diversity in Physical Education.
Launching into a complete analysis of copyright law in our capitalistic and hegemonistic political system, Ronald Bettig uncovers the power of the wealthy few to expand their fortunes through the ownership and manipulation of intellectual property. Beginning with a critical interpretation of copyright history in the United States, Bettig goes on to explore such crucial issues as the videocassette recorder and the control of copyrights, the invention of cable television and the first challenge to the filmed entertainment copyright system, the politics and economics of intellectual property as seen from both the neoclassical economists and the radical political economists points of view, and methods of resisting existing laws. }Launching into a complete analysis of copyright law in our capitalistic and hegemonistic political system, Ronald Bettig uncovers the power of the wealthy few to expand their fortunes through the ownership and manipulation of intellectual property. Beginning with a critical interpretation of copyright history in the United States, Bettig goes on to explore such crucial issues as the videocassette recorder and the control of copyrights, the invention of cable television and the first challenge to the filmed entertainment copyright system, the politics and economics of intellectual property as seen from both the neoclassical economists and the radical political economists points of view, and methods of resisting existing laws.Beautifully written and well argued, this book provides a long, clear look at how capitalism and capitalists seize and control culture through the ownership of copyrights, thus perpetuating their own ideologies and economic superiority. }
This volume provides a state of the art overview of Online Intercultural Exchange (OIE) in university education and demonstrates how educators can use OIE to address current challenges in university contexts such as internationalisation, virtual mobility and intercultural foreign language education. Since the 1990s, educators have been using virtual interaction to bring their classes into contact with geographically distant partner classes to create opportunities for authentic communication, meaningful collaboration and first-hand experience of working and learning with partners from other cultural backgrounds. Online exchange projects of this nature can contribute to the development of learner autonomy, linguistic accuracy, intercultural awareness, intercultural skills and electronic literacies. Online Intercultural Exchange has now reached a stage where it is moving beyond individual classroom initiatives and is assuming a role as a major tool for internationalization, intercultural development and virtual mobility in universities around the globe. This volume reports qualitative and quantitative findings on the impact of OIE on universities in Europe and elsewhere and offers comprehensive guidance on using OIE at both pedagogical and technological levels. It provides theoretically-informed accounts of Online Intercultural Exchanges which will relevant to researchers in Computer Assisted Language Learning, Computer-Mediated Communication, or Virtual Education. Finally, contributors offer a collection of practitioner-authored and practically-oriented case studies for the benefit of teachers of foreign languages or in other subject areas who wish to engage in developing the digital literacy and intercultural competences of their learners.
What is physical literacy? What are the benefits of being physically literate? The term ‘physical literacy’ describes the motivation, confidence, physical competence, understanding and knowledge that individuals develop in order to maintain physical activity at an appropriate level throughout their life. Physical literacy encompasses far more than physical education in schools or structured sporting activities, offering instead a broader conception of physical activity, unrelated to ability. Through the use of particular pedagogies and the adoption of new modes of thinking, physical literacy promises more realistic models of physical competence and physical activity for a wider population, offering opportunities for everyone to become active and motivated participants. This is the first book to fully explore the meaning and significance of this important and emerging concept, and also the first book to apply the concept to physical activity across the lifecourse, from infancy to old age. Physical Literacy – explaining the philosophical rationale behind the concept and also including contributions from leading thinkers, educationalists and practitioners – is essential reading for all students and professionals working in physical education, all areas of sport and exercise, and health.
Sustainable development star ts with safe, healthy, well-educated children. Par ticipation in qualit y physical education (QPE), as par t of a rounded syllabus, enhances young peoples' civic engagement, decreases violence and negative pat terns of behaviour, and improves health awareness. Despite evidence highlighting the impor tance of QPE to child development, the world is witnessing a global decline in its delivery and a parallel rise in deaths associated with physical inactivit y.
Carolina Maria de Jesus (1914-1977), nicknamed Bitita, was a destitute black Brazilian woman born in the rural interior who migrated to the industrial city of Sao Paulo. This is her autobiography, which includes details about her experiences of race relations and sexual intimidation.