Journal articles on the topic 'Brazilian College and school drama'

The limited research on bullying, mental health (MH), and help-seeking for Asian American (ASA) college students is concerning due to the public health importance. Korean drama (K-Drama) television shows may be an innovative approach to improve knowledge, attitudes, and behaviors (KAB) on bullying. This study examined whether the KAB about school bullying improved after watching a K-Drama and asked participants about their perspectives of using a K-Drama as an intervention. A convenience sample of college students (n = 118) watched a K-Drama portraying school bullying and MH issues. Pre-/post-tests on KAB on bullying were conducted. Interviews (n = 16) were used to understand their experiences with K-Dramas. The mean age was 22.1 years (1.6 SD), 83.9% were female, and 77.1% were ASAs. Many reported experiences with anxiety (67.8%), depression (38.1%), and school bullying victim experience (40.8%). Post-test scores revealed significant differences in knowledge by most school bullying variables (e.g., victim; witness) and MH issues. There were varying significant findings in post-test scores in attitudes and behaviors by these variables. Participants reported that they “love” the drama, felt an emotional connection, and thought that K-Dramas can be an educational tool for ASAs. K-Dramas may be an effective population-level tool to improve health outcomes among ASAs.

The phrase “medieval studies” is virtually meaningless at a small school such as Algoma University College. One faculty member out of the entire faculty complement of just over 30 is a specialist in a medieval discipline, Medieval English Literature (especially Chaucer), and though AUC does have a handful of courses on medieval topics on its books (e.g. History of Medieval Europe, Medieval Philosophy), the only ones offered regularly are the upper-year Chaucer courses. Courses in medieval drama and romance are on the books, but only the drama course has been offered, and only as a Directed Studies course. Library holdings are so sparse that even many major texts (literary and critical) are available only through inter-library loan, and most major (and all minor) journals focusing on medieval studies are not in our holdings (we receive exactly three medieval-focused journals here, and Florilegium is not, I regret, among them). Research on medieval topics is therefore and of necessity difficult, requiring long delays as inter-library loan materials trickle in, as well as extensive travel to other sites. Furthermore, few students take courses focusing on medieval topics, and even fewer of them acquire an abiding love for the subject that carries them forward to careers as medievalists. Indeed, in my years at AUC, not a single student (to my knowledge) has pursued graduate studies in any medieval discipline. The preservation, let alone the nurturing and growth, of medieval studies, is extremely difficult under such circumstances. One might imagine that a rewarding, or even an interesting, career as a medievalist would be impossible under such circumstances.

Following his analysis in NTQ 4 of the origins and effects of the ‘philosophy’ of drama-in-education which prevails in most schools. David Hornbrook here complements his critique with specific proposals for a positive future approach – building upon existing teaching strengths, but also giving the subject a greater curricular authority in the present educational climate, while correcting the ‘romantic fallacies’ from which current practice is too often derived. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.

These three essays on distinct research areas and case studies cover a broad history of educational institutions in India, their focus on theatre and cultural education, and their role in creating citizens active in the public sphere and civic communities. The common point of reference for all the three essays is the historical transition from pre- to post-independence India, and they represent three dominant genres of Indian theatre practice: the amateur progressive theatre emerging out of sociopolitical movements; the State Drama School, which has remained at the core of the state's policy and vision of a national theatre; and college theatre, which comprises the field from which the National School of Drama sources its acting students, as well as new audiences for urban theatres.

We assess the effects of a Brazilian extended high school day program on college admission test scores. The program entails an increase in Math/Science and Language class time, and the introduction of extra-class activity time. We exploit variation in program implementation timing to apply a difference-in-differences strategy and an event-study approach. Results show positive large effects on test scores and suggest that these effects are likely driven by increased class and extra-class activity hours. Moreover, the program affects not only scores in subjects for which it contemplates increased class time, but also in Humanities. Finally, we are able to show that increased time dedicated to academic-related extra-class activities works as a multiplier of program effects. In fact, these additional hours spent in complementary activities make the magnitude of program effects double from 0.092-0.150 to 0.180-0.317 standard deviation.

OBJECTIVE: To assess the level of knowledge of primary school teachers in the public school network of Northeastern Brazil with respect to management of dental trauma and its relationship with prognosis. METHODS: A questionnaire was applied to 195 school teachers of public schools in Northeastern Brazil. The questionnaire comprised 12 objective questions about dental trauma and methods for its prevention and management. Data were submitted to chi-square test and Poisson regression test (P > 0.05). RESULTS: Out of the 141 teachers who responded the questionnaires, the majority were women (70.2%) and most of them had experienced previous dental accidents involving a child (53.2%). The majority (84.4%) had incomplete college education and few were given some training on how to deal with emergency situations during their undergraduate course (13.5%) or after it (38.3%). Their level of knowledge about dental trauma and emergency protocols showed that unsatisfactory knowledge level was associated with the male sex: 46% higher for men in comparison to women (P = 0.025). CONCLUSIONS: Approximately half of teachers evaluated had unsatisfactory knowledge about dental trauma and emergency protocols, with female teachers showing more knowledge than men.

One can identify two great movements during the nineteenth century in which educational theories and practices were transplanted from Europe and the United States to Brazil. The first addressed the secondary school curriculum, and began with the founding of the Imperial College Pedro II in Rio de Janeiro in 1838. The college was created by the Imperial Government to, in part, serve as a model for private and public secondary schools in the provinces. Throughout the 1800s, French curriculum theory shaped the debates about the purpose, organization and content taught in the College, and to a larger extent, about the nature of secondary education in general. The second transnational movement centered on the method of teaching in the primary school.

The English Jesuit college, founded in 1593 at Saint-Omer because of increasing Elizabethan penal legislation against Catholics, soon became the largest post-Reformation Catholic school in the English-speaking world. This article analyses the organization of the school, with particular emphasis on education in drama and music. It was in the environment of this institution that the recently discovered Saint-Omer First Folio almost certainly had its first home, probably left behind following the flight of the English Jesuits and their students to Bruges in 1762, immediately prior to the expulsion of all members of the Society of Jesus from France.

Drama-in-education is a subject – or a set of theories – which became an educational discipline almost by historical accident, and about which strong feelings can still be aroused. That the arguments are too often confined to educationalists is symptomatic of the way the problems raised have seldom been shared with or considered by people working in professional theatre – and this in turn reflects the way that the subject has tended to be taught, with the emphasis strongly on its ‘educational’ rather than its ‘theatrical’ potential. Back in 1973. David Clegg's article ‘The Dilemma of Drama in Education’, in TQ9, caused a briefly wider flurry of interest, and in the present article David Hornbrook also attempts to put the subject into a contemporary critical perspective, looking here at what children are supposed to ‘learn’ and ‘experience’ through drama, and in the second part of his article, to follow in NTQ 5, examining present and future prospects for the subject. A repertory actor in the 1960s. David Hornbrook has himself taught drama in a large comprehensive school, and is currently Head of Performing Arts at the City of Bath College of Further Education, and Special Lecturer in Drama in the University of Bristol.

Mark O'Rowe's work marks a shift in Irish theatrical form and practice, positing his stories in urban landscapes that defy modernist dramatic frames and established linguistic styles. Here, angels and demons roam the earth with lost human souls and, though mythical creatures and influences are frequently made manifest, the connection to the other world does not remove the presence of popular culture – karate movies and salty snacks in particular. But perhaps the most viscerally striking aspect of O'Rowe's dramaturgy stems from the sense of pain, isolation, and trauma his characters embody and enact. His dramatized communities are either in crisis or no longer visible, thereby situating the scope for human connection or reconnection as the prize sought from their struggle – while comedy is not lost, and the ‘skullduggerous’ tone so applauded in Howie the Rookie accompanies these later works alongside an evolved dramatic voice and sense of theatrical form. Miriam Haughton is currently in the second year of her doctoral work on postmodern Irish drama in the School of English, Drama, and Film at University College Dublin. Her research interests include drama studies, Irish studies, anthropology, and sociology.

The author describes a project which was created to encourage communication, through music and drama, between mainstream sixth form pupils and a local Special School. The course was offered as part of the Certificate of Pre- Vocational Education of the Joint Board of City and Guilds/B. Tech. and was open to all sixth form students irrespective of their musical expertise or experience. None had previously worked with handicapped children.Dorothy Tipton is Head of Music at the Rowena School for Girls, Sittingbourne. Her interest in Special School work was awakened during a Diploma in Music Education course at Christ Church College, Canterbury, resulting in a dissertation on ‘Music in the Mainstream Classroom for children with Special Needs’ (1985). During this research close and lasting links were developed with the local Special School for the severely handicapped, St Bartholomew's School, Milton, Kent. In March 1988, project cards for Music non-specialist primary school teachers Exploring Sounds and Themes, devised by Dorothy Tipton, Alan Vincent and Vanessa Young, were published by Kent Education Committee.

ABSTRACT Objective: To characterize the Brazilian workers victims of occupational accidents with biological fluids. Method: Epidemiological and descriptive research, in which 284,877 notifications of the Notifiable Diseases Information System were analyzed between 2007 and 2014. We used Stata 13 for data analysis. Results: The highest incidence density occurred in females with 0.8 cases per 1,000 workers/year (n = 222,042, 77.9%); in the age group of 20 to 24 years old, with 0.6 cases per 1,000 workers/year (n = 64,221, 23.3%); with some high school and some college, with 0.6 cases per 1,000 workers/year (n = 141,275, 49.6%). We found that these accidents occurred among 23 occupational subgroups. For the most part, the workers had an employment relationship and had issued the Occupational Accident Notification. Conclusion: It is necessary to rethink the measures of orientation to workers regarding the risks and relative prophylaxis for these accidents, with the aim of reducing them.

OBJECTIVE: To adapt the Body Shape Questionnaire for use in the Brazilian population; to study the internal validity and the dimensionality of the scale when used in a non- clinical Brazilian population. METHOD: A cross- sectional study was accomplished comprising 164 students in the first 3 years of the School of Medicine conveniently selected at the Universidade Federal de São Paulo. The 34- item Body Shape Questionnaire version and a questionnaire to assess demographic and anthropometric information were used. RESULTS: The internal consistency of the Body Shape Questionnaire measured by Cronbach's alpha was 0.97, indicating that the questions of the scale converge to the same construct. The factor analysis of the scale resulted in a four- dimension solution accounting for 66.4% of the total data variability. Regarding the final score of Body Shape Questionnaire, the mean score was 58.7 ± 25.1 for men and 89.7 ± 31.3 for women. DISCUSSION: We found statistically significant gender differences in the means of the Body Shape Questionnaire scores. Women showed higher dissatisfaction than did men as to their appearance as measured by the Body Shape Questionnaire. The adapted version of the scale seems to maintain the characteristics of the original scale.

This study of Brazilian immigrants in the United States examines the extent to which the human capital and the family social capital theories explain the probability of owning a business. This study incorporates into the analytical models a variable that controls for the presence of a market niche and tests for the net effects of human and family social capital. Analyses of U.S. 2000 Census data find that high school graduates are more likely to own their own business and that a college education exerts a significantly larger effect than that of a high school education on the probability of owning a business. Additionally, the presence of a co-habiting spouse, treated as an indicator of family social capital, enhances the probability that immigrants will own their own establishment. The results support the human capital and the family social capital theories. The study discusses implications for theory and future research.

Aim: To analyze the empathizing and systemizing profiles of Brazilian and Portuguese nursing undergraduates. Background: Empathy is a fundamental skill for nursing practice and should be analyzed during the student’s education. Methods: Descriptive study with cross-sectional design. Participants were 968 undergraduate students, including 215 (22.2%) Brazilians from a university in the state of São Paulo and 753 (77.8%) Portuguese students from a higher education institution in central Portugal. The Portuguese and Brazilian versions of the Empathizing/Systemizing Quotient have good internal consistency and reliability. Ethical considerations: In Brazil, approval for the study was obtained from the Research Ethics Committee of the University of São Paulo at Ribeirão Preto College of Nursing (protocol 191/2016) and in Portugal, from the Ethics Committee of the Health Sciences Research Unit: Nursing, Coimbra Higher School of Nursing (protocol P362-09/2016). Results: Most (86%) participants were female and aged between 20 and 24 years. In the general profile analysis between both groups, the domains “Social Skills,” “Contents,” and “Processes” scored higher. Gender differences exist for the feeling of empathy and systemizing, as women scored better on the short version of the Empathy Quotient and men on the Systemizing Quotient. Conclusion: As demonstrated in the domain scores for “Social Skills,” “Contents,” and “Processes,” the undergraduate nursing students analyzed have the ability to deal intuitively and spontaneously with social situations; they are also characterized as methodical people, who like to follow rules, and experience practice better than theory, and the women have a higher empathetic level than men, who in turn are more systemizing.

INTRODUCTION: The analysis of social indicators and health status of parents and children is a preferred way to estimate the potential for social mobility in different societies or different periods in the same society. OBJECTIVE: To analyze the evolution of educational and nutritional status of the Brazilian families by an intergenerational approach. METHODS: A representative sample of the Brazilian population, consisting of parents (35 to 65 years old) and young adults (20 to 24 years old) obtained from three national surveys NHNS (1989), HBS (2003 and 2009). We performed a descriptive analysis and, for the sons, we calculated the probability of starting college using the multilevel logistic regression with random intercept model. RESULTS: The advance of the nutritional status of young people was statistically higher than to their parents (p < 0.005). Social conditions experienced in childhood and family status had great influence on their later school success. CONCLUSION: These data indicate improvements in social status controlled by the nutritional status, initiated in the period of 1989 - 2003. Although inequality persists in the country, the family's influence declined in the period 2003 - 2009.

Variously raising hackles and acclaim, the work of Peter Sellars is wider-ranging than the occasional observer might suppose – rooted in an apprenticeship as a puppeteer, followed by some sixty productions in a variety of media during the decade of the ‘eighties. But it is for his eclectic approach to opera that Sellars has become best known on the international festival circuit – which, suggests Maria M. Delgado, he is forced to travel by default, since his socially critical stance combined with an anti-realist aesthetic deters the sponsorship on which so much American theatre depends. Maria M. Delgado here offers an overview and an assessment of a career and a philosophy dedicated to an awareness ‘both of theatre’ s role as a force of political and social responsibility and understanding and of the need to rise above the literal’. The author teaches in the School of English and Drama at Queen Mary College in the University of London.

This article is based on discussions with artistic directors and administrators of British Theatre in Education companies about past and current practice and changing funding resources. Persephone Sextou reviews developments in TiE practice since its beginnings in the 1960s, focusing upon the situation in the 1990s following the enforcement of National Curriculum requirements, the redirection of government funding to partnerships in education, and the availability of funds from the National Lottery. She describes how the remaining TiE companies are struggling not to compromise their artistic autonomy, and considers the relevance of the British TiE experience in relation to the potential for the development of the medium in other countries. Persephone Sextou is an instructor in Drama and Theatre in Education at the University of Thessaly in Greece, and is researching the transference of British TiE to a Greek context for her doctoral thesis at Goldsmiths College, University of London. Her book on School Dramatization has been published in Greece.

In NTQ 123 (August 2015) Michael Walling, Artistic Director of Border Crossings, wrote about his production of This Flesh is Mine, adapted by Brian Woolland from the Iliad. Here he discusses When Nobody Returns, based on The Odyssey, a co-production with Palestine's Ashtar Theatre that reflected contemporary events in a way that was not allegorical but allusive. He explores how the play related to its 2016 context in terms of the refugee crisis, the idea of occupation, and the concept of return. As well as describing the generation of meaning through the interaction of text and context, the piece explores the production in relation to Border Crossings’ wider programme of work, which also includes community engagement with refugees and policy consultation.When Nobody Returns was written by Brian Woolland and co-produced by Border Crossings, Ashtar Theatre, and the Royal Central School of Speech and Drama. It was funded by Arts Council England, British Council Palestine, RBKC's Nour Festival, Arts University Bournemouth, and Rose Bruford College.

ABSTRACT Objective: Exposure to science education during college may affect a student's profile, and research experience may be associated with better professional performance. We hypothesized that the impact of research experience obtained during graduate study differs among professional curricula and among graduate courses. Methods: A validated multiple-choice questionnaire concerning scientific concepts was given to students in the first and fourth years of medical and law school at a public Brazilian educational institution. Results: Medical students participated more frequently in introductory scientific programs than law students, and this trend increased from the first to the fourth years of study. In both curricula, fourth-year students displayed a higher percentage of correct answers than first-year students. A higher proportion of fourth-year students correctly defined the concepts of scientific hypothesis and scientific theory. In the areas of interpretation and writing of scientific papers, fourth-year students, in both curricula, felt more confident than first-year students. Although medical students felt less confident in planning and conducting research projects than law students, they were more involved in research activities. Conclusion: Medical graduation seems to favor the development of critical scientific maturity than law graduation. Specific policy in medical schools is a reasonable explanation for medical students’ participation in more scientific activities.

The article examines young people’s labor market prospects in Brazil during the most recent economic recession (2014–2017). We draw on data from the Continuous National Household Sample Survey (PNAD Continua), between 2012 and 2017, to estimate both average labor market indicators over time and proportional hazard models of unemployment and underemployment. We find that youths’ labor market prospects declined considerably over the period, and, as in many countries during economic downturns, young people were more affected than adults. The analysis shows that gender, race, and education impact the hazards of unemployment and underemployment among young Brazilians. Kaplan-Meier curves show that differences between white and African Brazilian youth, as well as between college-educated youth and high school graduates (or less), increased between 2016 and 2017, when economic activity was at its worst level.

With the spread of digital and other modes of electronic recordings into the auditoria and lecture theatres where performance is studied, the debate about the video documentation of performance – already well rehearsed and in the pages of NTQ – is about to intensify. Rachel Fensham and Denise Varney have based the article which follows on their own work in videoing live theatre pieces for research into feminist performance. This article deliberates on their experience with the medium and examines the anxieties that surface at the point of implosion between live and mediatized performance. The first part locates these anxieties in the question of presence and absence in performance – especially that of the performer, whose body and self are both at stake in the recorded image. In the second part, the authors offer a description of viewing practices, which they present as a model of ‘videocy’. Rachel Fensham is Senior Lecturer in the Centre for Drama and Theatre Studies, Monash University, and Denise Varney is Lecturer in the School of Studies in Creative Arts, Victorian College of the Arts, University of Melbourne.

John Brannigan is Professor at the School of English, Drama and Film at University College Dublin. He has research interests in the twentieth-century literatures of Ireland, England, Scotland, and Wales, with a particular focus on the relationships between literature and social and cultural identities. His first book, New Historicism and Cultural Materialism (1998), was a study of the leading historicist methodologies in late twentieth-century literary criticism. He has since published two books on the postwar history of English literature (2002, 2003), leading book-length studies of working-class authors Brendan Behan (2002) and Pat Barker (2005), and the first book to investigate twentieth-century Irish literature and culture using critical race theories, Race in Modern Irish Literature and Culture (2009). His most recent book, Archipelagic Modernism: Literature in the Irish and British Isles, 1890-1970 (2014), explores new ways of understanding the relationship between literature, place and environment in 20th-century Irish and British writing. He was editor of the international peer-reviewed journal, Irish University Review, from 2010 to 2016.

Abstract The digital era highlights industrial advances, changes in the labor market, and in the educational system. This study investigates these factors through analytical indicators such as the workforce, education, and innovation in Brazil within a global context. It is a qualitative exploratory research that enables a reflection on the relations between the workforce and technological education for the skilled labor. The database used includes documentary data from the literature and data from census surveys in Brazil and abroad. Data indicate that Brazil is significantly delayed in the digital industry, human capital, and research – behind all the other BRICS countries (Russia, India, China and South Africa) in terms of innovation. About 11 million people aged 15–29 are not working and are not enrolled in high school, college, technical course, or vocational qualification. The number of students aged 15 to 19 years old attending technical courses is still around 9%. The network of national technical institutes is key for the rapid recomposition of the skilled labor with regard to industry. The Brazilian economy needs to grow to strengthen both the digital industry and research. Public policies need to heed the advice regarding the link between technical education and industry. This is equally important for the success of the Brazilian Agenda for Industry 4.0.

This essay tests what we might call the racialization-as-secularization thesis through an examination of a year in the intellectual and literary life of Frederick Douglass—from the summer of 1854, when he delivered his commencement address at Western Reserve College, “The Claims of the Negro Ethnologically Considered” (his direct response to the American School of Ethnology), to the summer of 1855, when his second autobiography, My Bondage and My Freedom, was published. “Claims” reveals that Douglass apprehended in the American School of Ethnology a distillation of the problem of race past internecine contentions about the interpretation of this or that biblical verse or curse to a bottom-line Christian-theistic question: What does the enslaved black body signify within a creationist framework? This confrontation of racial slavery as a theodical problem can help us account for the most salient difference of his second autobiography—its recourse to mythic drama of the sort associated with Romantic titanism. Douglass’s bravura performance of Romantic titanism in My Bondage and My Freedom underscores the extent to which Douglass abandoned the Christian millenarianism of the Garrisonian camp not for a tacitly secularist political abolitionism but rather for what we might call a heretical political-theological abolitionism that provides fruitful fodder for current historical and philosophical debates about secularity, secularism, and immanence.

I denne artikkelen settes søkelyset på norsk lærerutdanning og på et arbeid med å utvikle et profesjonsverksted hvor sammenheng mellom teoretiske og praktiske perspektiver i utdanningen kan utforskes og drøftes. Profesjonsverksted kan forklares som en læringsarena hvor lærerutdannere fra ulike fag samarbeider om å transformere overordnede mål for utdanning til høgskoledidaktiske aktiviteter og arbeidsformer. Studien tar utgangspunkt i feltnotater og fokusgruppeintervjuer fra en case der fire grupper med studenter har arbeidet med matematiske, norskfaglige og pedagogiske perspektiver knyttet til temaene klasseledelse og tilpasset opplæring. Et teoretisk og analytisk rammeverk fra drama- og teaterpedagogisk forskning bruker mediert fiksjon for å analysere muligheter til sammenheng mellom pedagogisk teori, fagdidaktiske valg og praktisk lærerarbeid. Resultatet fra analysen av studentgruppers intervensjon med tre ulike fiksjonsformer viser hvordan aktivitetene bidrar til sammenheng på ulikt vis: Simulering tilbyr mulighet til å øve og trene på delferdigheter og profesjonsspesifikke situasjoner. Narrative og poetiske fiksjonsformer bidrar til å involvere personlige erfaringer i læringsarbeidet og utvide studentenes didaktiske repertoar. Refleksive fiksjonsformer gir mulighet til å identifisere seg med ulike roller og perspektiver og trene på å bruke et profesjonsspråk for å analysere praktisk lærerarbeid. Studien er et bidrag til å utvikle og forske på høgskolepedagogiske læringsrom mellom skole og lærerutdanning som kan bidra til å skape sammenheng mellom skolefag, pedagogikk og praktisk lærerarbeid.Nøkkelord: lærerutdanning, høgskolepedagogikk, profesjonsverksted, lærerrolle, fiksjon, medieringAbstract In this article we look into Norwegian teacher training and the development of an educational workshop where the link between theoretical and practical perspectives in education can be explored and discussed. This workshop can best be described as an arena for teaching where teacher trainers who teach different subjects cooperate on transforming overriding educational goals into didactic activities and methods of teaching their college students. The course is based on field notes and interviews with focus groups from a case where four groups of students worked with class leadership and adapted learning in the subject areas of Mathematics, Educational Science and Norwegian. A theoretical and analytical framework from research into educational drama and theatre uses the medium of fiction as a way of analysing the possible parallels between educational theory, didactic choices and practical teaching. The groups worked with three different forms of fiction. The result of the analysis of this intervention shows how these activities are linked: Simulation opens up for the possibility of practicing different skills and profession-specific situations. Poetical and narrative forms of fiction encourage the involvement of feelings and personal experiences in teaching, while also offering a common aesthetic framework in the staging of complex concepts. Reflexive forms of fiction make it possible to decentre and acquire a professional language when analysing one’s teaching practice. The course may contribute to developing research into the relationship between educational science at the levels of the school, the college and teacher training, which may in turn link practical teaching, educational science and the different school subjects.Key words: teacher training, educational science at college level, educational workshop, role of the teacher, mediated fiction

Roy Williams is one of the outstanding new voices in contemporary British theatre. Born in Fulham, south-west London, in 1968, he has already, by his mid-thirties, won a shelf-full of awards, with plays staged at the National Theatre and Royal Court. His debut, The No Boys Cricket Club, won the Writers' Guild New Writer of the Year award in 1996. Two years later, his follow-up, Starstruck, won three major awards: the John Whiting Award for Best New Play, an EMMA (Ethnic Multicultural Media Awards) for Best Play, and the first Alfred Fagon Award, for theatre in English by writers with Caribbean connections. In 2000, Lift Off was joint winner of the George Devine Award, and in 2001 Clubland received the Evening Standard Award for Most Promising Playwright. In 2002, Williams received a best school drama BAFTA (British Academy of Film and Television Arts) for Offside (BBC), and in 2004 he won the first Arts Council Decibel Award, given to black or Asian artists in recognition of their contribution to the arts. His most recent play, Little Sweet Thing, was a 2005 co-production between Ipswich’s New Wolsey Theatre, Nottingham Playhouse, and Birmingham Rep. What follows is an edited transcript of Aleks Sierz’s ‘In Conversation with Roy Williams’, part of the ‘Other Voices’ symposium at Rose Bruford College, Sidcup, Kent, in May 2004, organized by Nesta Jones. Williams is a graduate and now a Fellow of the college.

In this article Holly Maples examines how the controversy surrounding the ragtime dance craze in the United States allowed women to renegotiate acceptable gendered behaviour in the public sphere. In the early 1910s many members of the public performed acts of resistance to convention by dancing in the workplace, on the street, and in public halls. Civic institutions and private organizations sought to censor and control both the public space of the dance hall and the bodies of its participants. The controlling of social dance was an attempt to restrain what those opposed to the dances saw as unrestrained and indecent physical behaviour by the nation's youth, primarily targeting ragtime dancing's ‘moral degradation’ of young women. It was not merely the public nature of the dancing that was seen as dangerous to women, however, but the dances themselves, many of which featured chaotic, off-centred choreography, with either highly sexualized behaviour, as seen in the tango and the apache dance, or clumsy, un-gendered movement, popular in the animal dances of the day. Through ragtime dancing, women performed acts of rupture on their bodies and the urban cityscape, transforming social dancing into public statements of gendered resistance. Holly Maples is a lecturer in Drama at the University of East Anglia. Both a theatre practitioner and a scholar, she trained as an actress at Central School of Speech and Drama in London and completed her PhD in Theatre Studies at Trinity College Dublin. Her book, Culture War: Conflict, Commemoration, and the Contemporary Abbey Theatre, has recently been published in the ‘Reimagining Ireland’ series by Peter Lang.

ABSTRACT Objective: To evaluate to which extent nursing professors understand how social determinants of health impact on health, and whether the topic is addressed in nursing undergraduate education in Brazil. Method: This is a methodological study carried out with 222 nursing faculty members from Brazilian higher education institutions. The answers of the domain “Social and environmental determinants of health”, concerning a questionnaire on “Core Competencies in Global Health”, were analyzed. Results: Most professors have over 10 years of experience in nursing higher education. A large part of the participants strongly agreed or agreed on the importance of college subjects related to the above-mentioned topic for the education of the nurses. Conclusion: The professors in this study agreed that social and environmental health determinants must be taught in Nursing school, since it is necessary that nurses value this knowledge, slowly making it a part of the curriculum framework.

In August 1992 Brazil was swept by a series of protest demonstrations to demand the impeachment on corruption charges of the country's first elected president in thirty years. The principal protagonists of the rallies were high school and college students who turned out in massive numbers for exuberant, hastily organized marches that closed down the principal avenues of Brazil's major cities. The rallies joined heterogeneous sectors of young people, many with no prior experience of political activism, who became known as the caras pintadas (painted faces) for the improvised, carnavelesque gesture of painting their faces with the colors of the Brazilian flag. In the words of Lindberg Farias, president of the National Union of Students (UNE), “Our faces were diverse. From those wearing Che Guevara T-shirts to the frequenters of shopping centers. Student researchers on scholarships, together with heavy metal fans and skateboarders”.

INTRODUCTION: Brazil has the largest population of African descendants outside Africa. OBJECTIVE: Mindful of the imprint of slavery on their contemporary social position, we investigated the relationship of perceived racism to hypertension. METHODS: We analyzed data (1999 - 2001) from 3,056 civil servants (mean age 42 years; 56% females) at university campuses in Rio participating in the longitudinal Pró-Saúde Study. RESULTS: Cases of prevalent hypertension had measured blood pressure equal to or greater than 140/90 mmHg or used antihypertensive medication. Self-administered questionnaires assessed participants' perceived history of lifetime discrimination (due to race, gender, socioeconomic position, and other attributes) at work and school, neighborhood, public places, and in contact with the police. Participants used 41 terms as responses to an open-ended question on racial self-identification; for these analyses, 48% were classified as afrodescendants. Racial discrimination in at least one setting was reported by 14% of afrodescendants. Compared to whites, the age- and gender-adjusted prevalence of hypertension was higher for afrodescendants with history of self-perceived racism (prevalence ratio - PR = 2.1; 95%CI 1.5 - 3.0) than for those with no such history (PR = 1.5; 95%CI 1.2 - 1.8). Comparing the former to whites, the adjusted association with hypertension was stronger for those with elementary education (PR = 3.0; 95%CI 1.3 - 6.7) than for those with a college degree (PR = 1.7; 95%CI 1.0 - 3.1). CONCLUSION: Racism may increase the risk of hypertension of afrodescendants in Brazil, and socioeconomic disadvantage - also influenced by societal racism - may further potentiate this increased risk.

Maria Thetis Nunes (1923-2009) constitui-se como uma intelectual brasileira que atuou em diferentes áreas do conhecimento ao longo do século XX. Nascida na cidade sergipana de Itabaiana, a jovem deixou o interior para prosseguir os estudos na capital Aracaju. Ali, no Atheneu Sergipense, cursou o ensino secundário entre 1935 e 1941. No ano seguinte ingressou na primeira turma da graduação em Geografia e História da Faculdade de Filosofia da Bahia. Nesse sentido, os seus itinerários como aluna do ensino secundário é o foco da presente pesquisa que possui como fontes: atas, jornais, discursos e depoimentos em diálogo com o referencial teórico de Jean-François Sirinelli (1998, 2003, 2006). O estudo concluiu que “professores-paradigma” são creditados como influenciadores dos caminhos percorridos pela jovem estudante secundarista. As práticas escolares dos seus professores, somadas ao universo cultural no qual Thetis Nunes esteve imersa – contando com contribuições do ambiente familiar e com as amizades dentro e fora da sala de aula, participando de agremiações estudantis e publicando na imprensa local ainda na condição de discente – reafirmam a importância dos estudos dos itinerários formativos para a compreensão da intelectual, bem como da História da Educação brasileira.The remains “of young scholar years” of a Brazilian intelectual: itinerary of the student Maria Thetis Nunes at Atheneu Sergipense (1935-1941). Maria Thetis Nunes (1923-2009) was a Brazilian intellectual that acted in different knowledge areas during the 20th century. Born in the city from Sergipe, Itabaiana, the young woman left the inland city to continue her studies in the capital city Aracaju. There, at Atheneu Sergipense, she studied the high school between 1935 and 1941. In the next year, she entered at the first graduation class in Geography and History of the Philosophy College of Bahia. In that matter, her itinerary as student of high school was the focus the present research that has as source: records, papers, speeches and testimonies in dialogs with the theoretical reference of Jean-François Sirinelli (1998, 2003, 2006). The study concluded that “paradigm-teachers” are credited as influences of paths went through the young high school student. The scholar practices of her teachers, added to the cultural universe in which Thetis Nunes was immersed, counting with the familiar environment contribution, with the friendships inside and outside the classroom, the participation in student organizations and publishing at the local press still as student, reaffirms the importance of the formation itinerary to the intellectual comprehension, as well as, of the Brazilian education history. Keywords: Atheneu Sergipense. Intellectual. Itinerary. Maria Thetis Nunes.

From the moment I first stepped in the door to our seminar room I was aware that I was a foreigner here. That was not just due to the fact that I had set out from my familiar Hannover on an Erasmus semester at University College Cork, but rather particularly due to the fact that in choosing the course Drama and Theatre of the 20th and 21st Century, I set foot in hitherto untested territory. As far as theatre and the performing arts were concerned, I was, in fact, a blank page. My stage experience was limited to playing Joseph in the Christmas nativity play, the canon of plays which I had read to those which were a part of the core curriculum in secondary school. I was a foreigner. The mental image of going up on stage made me feel uneasy and at moments when eyes were focused on me, I had the feeling that I could no longer properly control my body language. However, as you must sometimes set yourself new challenges, and as I thought that there could be no better point in time for such a peek outside the box than a semester abroad, in which ...

RésuméCe travail, qui s’inscrit dans une recherche doctorale sur à la transition de la 5ème année (élèves de 10-11 ans) à la 6ème année (élèves 11-12 ans) de l’enseignement obligatoire brésilien, concerne l’analyse de manuels scolaires de 5ème et 6ème, à l'aide du filtre des grandeurs, de la notion de reprise et des niveaux de codétermination. La prise en charge des reprises proposée dans les manuels scolaires analysés ne paraît pas a priori suffisante pour assurer les conditions favorables à la transition entre les sous-niveaux et l’apprentissage des nouveaux objets étudiés en 6ème.Mots clés: Transition, Enseignement Primaire, Région; Périmètre, ManuelAbstractThis work, which is part of a PhD research about the transition period between Grade 6 (students of age 10-11) and Grade 7 (students of age 11-12) in the Brazilian educational system, concerns of an analysis of Grade 5 and Grade 6 textbooks, with the help from magnitude's filters, the idea of reprise and the levels of co-determination. The occasions responsible for reprise contained in the textbooks analyzed do not seem enough to assure the favorable conditions for the transition between the sub-levels and the learning of new objects presented in Grade 7.Keywords: Transition, Elementary education, Area; Perimeter, Textbook.

Abstract The purpose of this article is to explore the role of gardens in the architecture of hospitals of the so-called “carioca school” of architecture, between the years of 1930 and 1960. In other words, to analyze gardens in the works of carioca architects who surrounded the architect Lucio Costa, or whose projects were influenced by the conceptions of this first generation of modern architects, who first graduated architecture school at the National College of Fine Arts and then, after 1945, at the National College of Architecture, in Rio de Janeiro. The importance of gardens in the architecture of hospitals was mentioned in Edward Stevens’s book “The American hospital of the twentieth century”, in 1918, a publication which can be found at the UFRJ Architecture School library, as well as in the Brazilian doctors’ book collections at the time. Stevens dedicates a chapter of this book to the landscape theme, where he states that the hospital designer and the landscape architect should work together. On the other hand, Pasteur’s discoveries and their implications in the management of hospital space did not occur without the mediation of landscaping. They resulted in changes when it came to choose the site for the hospital building within a city, as well as in its formal typology - from the Tollet model of pavilions, to the existence of green areas surrounding high buildings, and overlapping nurseries. It is also relevant to bear in mind that public nationalist buildings played an important role after the revolution of 1930 in Brazil as they represented the state, and this resulted in significant projects. We are therefore going to present four hospital buildings which were analyzed in our research on the integration of the Arts in the architecture of hospitals. Although the Lagoa Hospital, by Oscar Niemeyer, the Sanatorium Complex of Curicica, by Sérgio Bernardes, the IPPMG, by Jorge Machado Moreira, and the Souza Aguiar Hospital, by Ary Garcia Roza, all have different programs, formal typologies and links with their surrounding area, they are good examples for debating the presence of gardens in the Modern architecture of hospitals in the city of Rio de Janeiro. Three of these examples have fortunately included projects by landscape designer Roberto Burle Marx - the Lagoa Hospital, the IPPMG and the Souza Aguiar Hospital. The two former hospitals have had their buildings be surrounded by large gardens, in order to mitigate the harmful health effects related to the inclusion of hospitals within urban areas. The latter has been built in the 1960s with a complex program, in a dense historical area downtown, but adjacent to an urban park. It includes a vertical garden, which delimits, along with a panel in the hall (also by the same designer), a hallway for the user, between the urban and the healing space.

Two studies were conducted to investigate the relationship between locus of control and anxiety. The distinction between state and trait anxiety led to the predictions that internal subjects show more state-anxiety than external subjects in 'luck' situations, whereas 'externals' show more state-anxiety under 'ability' situations. Externality was predicted to correlate positively with trait-anxiety. Results with a sample of Brazilian female college students confirmed the first hypothesis in part - externals were more anxious than the internals in the 'ability' situation, but the two groups did not differ in the 'luck' situation. The second hypothesis was confirmed; the correlation between externality and trait-anxiety was positive and significant (r = 0.47, p < 0.05). Results with a sample of fourth, fifth, and sixth grade children indicate that internal children showed significantly higher state-anxiety in both 'luck' and 'ability' situations; the correlation between externality and trait-anxiety was -0.86. In addition, incentive led to higher state-anxiety, and significant decreases in externality as a function of school grade. Some of the results confirm findings from other cultures while others point to differences between children and adults regarding the relationships between anxiety and locus of control.

As a rule, news from Nepal gets little or no prominence in the western media – but the regicide of 2001, in which Prince Dipendra allegedly mowed down his parents and then shot himself, was a notable exception. Two years earlier, Syed Jamil Ahmed witnessed Prince Dipendra's and his father King Birendra's participation in the festival of Indra Jātrā, held annually in the nation's capital city, Kathmandu. After an analysis of the myths underlying the festival, and of their modification over centuries to serve changing dynastic priorities, the author provides an account of the festival as a ‘first-person felt experience’, and then investigates how its contemporary actuality reflects and attempts to perpetuate an intricate network of social and political meanings. Syed Jamil Ahmed is a director and designer based in Bangladesh, where he is Associate Professor at the Department of Theatre and Music in the University of Dhaka. He trained in theatre at the School of Drama in New Delhi, and in 2001–2 was a visiting faculty member at King Alfred's College, Winchester. His full-length publications – Acinpakhi Infinity: Indigenous Theatre in Bangladesh (Dhaka University Press, 2000) and In Praise of Niranjan: Islam, Theatre, and Bangladesh (Dhaka: Pathak Samabesh, 2001) – catalogue the wide variety of indigenous theatre forms in Bangladesh. He has proceeded to examine the variety of Islamic theatre forms, their inherent features, and their relationship to the corrupting influence of western forms.

Este texto apresenta a transcrição adaptada para artigo de uma palestra proferida a alunos do curso de Música da Universidade Federal de Uberlândia. A palestra expôs uma visão panorâmica da música no Brasil do fim do século XIX às primeiras décadas do século XX, em especial nas cidades do Rio de Janeiro e São Paulo. O artigo identifica quatro vertentes composicionais, abrangendo desde uma linha mais afinada ao romantismo europeu até os compositores/intérpretes populares não letrados musicalmente que começaram a registrar suas invenções após a chegada da gravação mecânica ao Brasil, em 1902. Também localiza os primórdios do nacionalismo na música erudita brasileira, situa o surgimento da corrente do nacionalismo musical no fim dos anos 1920 como uma escola composicional que foi hegemônica até meados dos anos 1960, além de observar a relação dos músicos com o Estado a partir da ditadura de Getúlio Vargas. Enfim, analisa o caráter autoritário do projeto do nacionalismo musical para concluir com a observação de seu aspecto conservador ao cumprir um papel de resistência às técnicas composicionais surgidas na primeira metade do século XX. ABSTRACT This text presents a transcription adapted for paper of a lecture for Music college students at Federal University of Uberlândia. The lecture presented a panoramic view of the music in Brazil between the late 19th Century and the first decades of the 20th Century, especially in the cities of Rio de Janeiro e São Paulo. Four major compositional lines are identified, ranging from those more aligned with European romanticism up until the composers/performers who are musically non-literate, whose inventions started being registered only after the arrival of mechanical recording in Brazil in 1902. The study herein indicates the beginnings of nationalism in Brazilian classical music and the emergence of the stream of musical nationalism in the late 1920's, as a compositional school that was hegemonic until the mid-1960's. It also takes into account the relation between musicians and the State of former president Getúlio Vargas’s dictatorship. It analyses the authoritarian character of the nationalist musical project and in conclusion, refers to its conservative aspect, seeing that it played a role of resistance to new compositional techniques that emerged in the first half of the twentieth century. KEYWORDS Brazilian music; Musical nationalism; History of Brazilian Music

Este trabalho objetivou traçar o perfil dos docentes de ensino profissionalizante em enfermagem de um colégio privado, localizado na Cidade de São Paulo, no período de 25 de agosto a 20 de setembro de 2009, por meio da análise de 90 docentes escolhidos aleatoriamente, segundo as variáveis: gênero; faixa etária; região brasileira onde conclui o curso de graduação; natureza da faculdade/universidade; tempo de formação profissional; titulação; tempo de docência; capacitação/formação de docente; ferramenta tecnológica e satisfação enquanto docente. Os resultados obtidos demonstraram a predominância do sexo feminino, faixa etária entre trinta a trinta e seis anos, região brasileira a sudeste, a maioria está satisfeita como docente.Descritores: Docente, Enfermagem, Ensino Profissionalizante. The profile of teachers of vocational technical education in nursingAbstract: This study aimed to determine the profile of teachers of vocational nursing education from a private school located in the city of São Paulo, in the period from August 25 to September 20, 2009, through the analysis of 90 teachers chosen randomly according to variables: gender; age; Brazilian region where he completed an undergraduate program; nature of college/university; time training; titration; time teaching; capacity building/training of teachers; technological tool and satisfaction as a teacher. The results showed a predominance of females, aged between thirty to thirty-six Brazilian southeast regions, and most are satisfied as a teacher. Descriptors: Faculty, Nursing, Vocational Education. El perfil de los docentes de la educación técnico professional en enfermeríaResumen: Este estudio tuvo como objetivo determinar el perfil de los docentes de la educación de enfermería profesional de una escuela privada ubicada en la ciudad de São Paulo, en el periodo comprendido entre el 25 agosto hasta 20 septiembre 2009, a través del análisis de 90 profesores elegidos al azar de acuerdo con variables: género; edad; región brasileña, donde completó un programa de pregrado; naturaleza del colegio/universidad; tiempo de entrenamiento; titulación; tiempo a la enseñanza; creación de capacidad/formación de los profesores; herramienta tecnológica y satisfacción como profesor. Los resultados mostraron un predominio del sexo femenino, con edades comprendidas entre treinta-treinta y seis región sureste de Brasil, la mayoría están satisfechos como profesor. Descriptores: Profesor, Enfermería, Educación Profesional.

Este trabalho objetivou traçar o perfil dos docentes de ensino profissionalizante em enfermagem de um colégio privado, localizado na Cidade de São Paulo, no período de 25 de agosto a 20 de setembro de 2009, por meio da análise de 90 docentes escolhidos aleatoriamente, segundo as variáveis: gênero; faixa etária; região brasileira onde conclui o curso de graduação; natureza da faculdade/universidade; tempo de formação profissional; titulação; tempo de docência; capacitação/formação de docente; ferramenta tecnológica e satisfação enquanto docente. Os resultados obtidos demonstraram a predominância do sexo feminino, faixa etária entre trinta a trinta e seis anos, região brasileira a sudeste, a maioria está satisfeita como docente.Descritores: Docente, Enfermagem, Ensino Profissionalizante. The profile of teachers of vocational technical education in nursingAbstract: This study aimed to determine the profile of teachers of vocational nursing education from a private school located in the city of São Paulo, in the period from August 25 to September 20, 2009, through the analysis of 90 teachers chosen randomly according to variables: gender; age; Brazilian region where he completed an undergraduate program; nature of college/university; time training; titration; time teaching; capacity building/training of teachers; technological tool and satisfaction as a teacher. The results showed a predominance of females, aged between thirty to thirty-six Brazilian southeast regions, and most are satisfied as a teacher. Descriptors: Faculty, Nursing, Vocational Education. El perfil de los docentes de la educación técnico professional en enfermeríaResumen: Este estudio tuvo como objetivo determinar el perfil de los docentes de la educación de enfermería profesional de una escuela privada ubicada en la ciudad de São Paulo, en el periodo comprendido entre el 25 agosto hasta 20 septiembre 2009, a través del análisis de 90 profesores elegidos al azar de acuerdo con variables: género; edad; región brasileña, donde completó un programa de pregrado; naturaleza del colegio/universidad; tiempo de entrenamiento; titulación; tiempo a la enseñanza; creación de capacidad/formación de los profesores; herramienta tecnológica y satisfacción como profesor. Los resultados mostraron un predominio del sexo femenino, con edades comprendidas entre treinta-treinta y seis región sureste de Brasil, la mayoría están satisfechos como profesor. Descriptores: Profesor, Enfermería, Educación Profesional.

This article seeks to deepen the debate on leadership, exploring specifcities of the Brazilian context on this topic, more specifically the principle of democratic management. The reflection focuses on both topics, explaining the path of the debate on democratic management since the mid-eighties of the twentieth century, passing through the Federal Constitution of 1988, the Law of Guidelines and Bases of National Education - Law number 9.394/96) and arriving on the most recent context, where the National Education Plan (PNE), of 2014, incorporates the subject to its goals. Considerations are presented on program contents of two national training programs: the Distance Training Program for School Managers (Progestão) and the National School Program for Managers of Basic Public Education (PNEGEB), also known as School of Managers. The main regulatory frameworks for democratic management are focused on relevant legislation. The study allows us to suggest the hypothesis that the principle of democratic management, associated with a political leadership, would have preponderated in the literature and initiatives of formation of school directors in the country, being the more technical dimension of the subject a little prioritized theme. In this sense, it can be said that the topic of leadership, as it is configured in other contexts, has become a repressed demand in Brazilian educational policy.ResumoEste artigo procura aprofundar o debate sobre liderança, explorando especificidades do contexto brasileiro em relação a esta temática, mais especificamente o princípio da gestão democrática. A reflexão detém-se sobre os dois temas, explicitando a trajetória do debate sobre gestão democrática desde meados dos anos oitenta do século XX, passando pela Constituição Federal de 1988, a Lei de Diretrizes e Bases da Educação Nacional – LDB (Lei nº 9.394/96) e chegando ao contexto mais recente, onde o Plano Nacional de Educação (PNE) de 2014 incorpora o assunto às suas metas. São apresentadas considerações sobre conteúdos programáticos de dois programas nacionais de formação: o Programa de Capacitação a Distância para Gestores Escolares (Progestão) e o Programa Nacional Escola de Gestores da Educação Básica Pública (PNEGEB), também conhecido como Escola de Gestores. Os principais marcos regulatórios da gestão democrática são focalizados na legislação pertinente. O estudo permite sugerir a hipótese de que o princípio da gestão democrática, associado a uma liderança de natureza política, teria preponderado na literatura e iniciativas de formação de diretores escolares no país, sendo a dimensão mais técnica do assunto um tema pouco priorizado. Nesse sentido, pode-se dizer que o tema da liderança, tal como se configura em outros contextos, tem se constituído em demanda reprimida na política educacional brasileira.ResumenEste artículo busca profundizar el debate sobre liderazgo, explorando especificidades del contexto brasileño en relación a esta temática, más específicamente el principio de la gestión democrática. La reflexión se detiene sobre los dos temas, explicitando la trayectoria del debate sobre gestión democrática desde mediados de los años ochenta del siglo XX, pasando por la Constitución Federal de 1988, la Ley de Directrices y Bases de la Educación Nacional - LDB (Ley nº 9.394/96) y llegando al contexto más reciente, donde el Plan Nacional de Educación (PNE), de 2014, incorpora el asunto a sus metas. Se presentan consideraciones sobre contenidos programáticos de dos programas nacionales de formación: el Programa de Capacitación a Distancia para Gestores Escolares (Progestão) y el Programa Nacional Escuela de Gestores de la Educación Básica Pública (PNEGEB), también conocido como Escuela de Gestores. Los principales marcos regulatorios de la gestión democrática se centran en la legislación pertinente. El estudio permite sugerir la hipótesis de que el principio de la gestión democrática, asociado a un liderazgo de naturaleza política, habría preponderado en la literatura e iniciativas de formación de directores escolares en el país, siendo la dimensión más técnica del tema un tema poco priorizado. En ese sentido, se puede decir que el tema del liderazgo, tal como se configura en otros contextos, se ha constituido en demanda reprimida en la política educativa brasileña.Keywords: Leadership and democratic management, Educational legislation, Public policies, Scholar managers training.Palavras-chave: Liderança e gestão democrática, Legislação educacional. Políticas públicas, Formação de gestores escolares.Palabras claves: Liderazgo y gestión democrática, Legislación educativa, Políticas públicas, Formación de gestores escolares.ReferencesALMEIDA, Bruno Luiz Teles de. Construindo uma gestão democrática no Estado da Bahia: contribuições do Curso de Especialização em Gestão Escolar promovido pelo Programa Escola de Gestores. Universidade Federal da Bahia. 2015. Dissertação de Mestrado, 2015. Disponível em: https://repositorio.ufba.br/ri/handle/ri/17694. Acesso em: 27 out. 2018.BENTO, António; OLIVEIRA, Maria Isabel. A liderança escolar a três dimensões: diretores, professores e alunos. Bragança: Ideias em prática, 2013. Disponível em: https://bibliotecadigital. ipb.pt/handle/10198/9560. Acesso em: 18 ago. 2018.BIANCO, Mônica de Fátima; SOUZA, Eloísio Moulin de; SOUZA-REIS, Antônio Marcos. A nova gestão pública: um estudo do Pró-gestão focado em dois projetos prioritários no estado do Espírito Santo. Revista Gestão e Planejamento, Salvador, v. 15, n. 1, p. 118-143, jan./abr. 2014.BOLIVAR, Antonio. El liderazgo pedagógico de la dirección escolar en España: limitaciones y acciones. In: LIMA, Licinio; SÁ, Virginio (orgs.). O Governo das escolas: democracia, controlo e performatividade. Ribeirão: Edições Humus, 2017, p. 151-171. Acesso em: 18 ago. 2018.BOLIVAR, Antonio; YÁÑEZ, Julián López; MURILLO, F. Javier. Liderazgo en las instituciones educativas. Una revisión de líneas de investigación. School leadership. A review of current research perspectives. Red de Investigación sobre Liderazgo y Mejora Educativa (RILME). Revista Fuentes, 14, 2013, pp. 15-60. Disponível em: http://institucional.us.es/revistas/fuente/14/Firma%20invitada.pdf> Acesso em: 18 ago. 2018.BRASIL. Constituição Federal de 1988. Disponível em http://www.planalto.gov.br/ccivil _03/constituicao/ConstituicaoCompilado.Htm. Acesso 6 dez. 2018.BRASIL. Lei nº 9.394, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da educação nacional. Disponível em http://www.planalto.gov.br/ccivil_03/Leis/l9394.htm. Acesso 14 jun. 2018.BRASIL. MEC. INEP. Desempenho dos alunos na Prova Brasil: diversos caminhos para o sucesso escolar nas redes municipais de ensino. Brasília: Instituto Nacional de Estudos e Pesquisas Educacionais, 2008.BRASIL. MEC. UNICEF. UNDIME. Aprova Brasil: o direito de aprender – boas práticas em escolas públicas avaliadas pela Prova Brasil. 2. ed. Brasília: MEC.UNICEF, 2007. Disponível em: <https://www.unicef.org/brazil/pt/aprova_final.pdf> Acesso em: 07 ago. 2018.BRASIL. MEC. UNICEF. UNDIME. Redes de aprendiizagem: boas práticas de municipios que garantem o direito de aprender.BRASIL. Presidência da República. Casa Civil. Subchefia para Assuntos Jurídicos. Lei nº 13.005, de 25 de junho de 2014. Aprova o Plano Nacional de Educação – PNE e dá outras providências.BROOKE, Nigel; SOARES, José Francisco (orgs.). Pesquisa em eficácia escolar: origem e trajetórias. Belo Horizonte: Editora UFMG, 2008.BUENO, Edna Maria Gomes da Silva. A dimensão pedagógica do papel do diretor na gestão escolar: análise do Progestão - programa de capacitação a distância para gestores escolares da Secretaria de Educação do Estado de São Paulo. 2007. Dissertação (Mestrado em Educação e Formação). Universidade Católica de Santos, Santos, 2007. Disponível em: http://biblioteca.unisantos.br:8181/handle/tede/112>. Acesso em: 27 out. 2018.EVANGELISTA, Karla Karine Nascimento Fahel. Formação de gestores escolares: um estudo em escolas públicas do Ceará. 2016. Dissertação de Mestrado. Programa de Pós-Graduação em Educação. Universidade Estadual do Ceará. Fortaleza, 2016.FAORO, Raymundo. Os donos do poder: formação do patronato político brasileiro. Rio de Janeiro: Globo, 3ª ed, revista, 2001.FERNANDES, Cássia do Carmo Pires; TEIXEIRA, Beatriz de Basto. Avaliação do Programa Escola de Gestores: os desafios da pesquisa com egressos. Revista Temas em Educação, João Pessoa, v. 24, n.1, p.78-90, jan-jun. 2015.FERNANDES, Cássia do Carmo Pires. O programa escola de gestores da educação básica e seus efeitos para a formação de gestores escolares em Minas Gerais. 2014. Dissertação de Mestrado. Universidade Federal de Juiz de Fora. 2014. Disponível em: https://repositorio.ufjf.br/jspui/handle/ufjf/184> Acesso em: 27 out. 2018.FERREIRA, Maria Salonilde. A IV Conferência Brasileira de Educação: algumas considerações. Revista Educação em Questão. V. 1. N. 1. Jan./Jun. 1987. Disponível em: https://periodicos.ufrn.br/educacaoemquestao/article/view/12026> Acesso em: 26 out. 2018.HONORATO, Hercules Guimarães. O gestor escolar e suas competências: a liderança em discussão. Disponível em http://www.anpae.org.br/iberoamericano2012/Trabalhos/ HerculesGuimaraesHonorato_res_int_GT8.pdf. Acesso em: 26 out. 2018.INEP. Relatório do 2º Ciclo de Monitoramento das Metas do Plano Nacional de Educação. Brasília, 2018. Disponível em http://portal.inep.gov.br/informacao-da-publicacao/-/asset_publisher/6JYIsGMAMkW1/document/id/1476034. Acesso em 31 out. 2018.LEITHWOOD, K.; DAY, C.; SAMMONS, P; HARRIS, Alma; HOPKINS, D. Successful school leardership. What it is and how it influences pupil learning. National College for School Leadership. Research Report n° 800. University of Nottingham. 2006. Disponível em http://www.nysed.gov/common/nysed/files/principal-project-file-55-successful-school-leadership-what-it-is-and-how-it-influences-pupil-learning.pdf. Acesso em 31 out. 2018.LIMA, Licinio; SÁ, Virginio (orgs.). O Governo das escolas: democracia, controlo e performatividade. Ribeirão: Edições Humus, 2017. LÜCK, Heloísa. Dimensões da gestão escolar e suas competências. Curitiba: Editora Positivo, 2009.LÜCK, Heloísa. Liderança em gestão escolar. Petrópolis: Vozes, 2008.LÜCK, Heloísa. Mapeamento de práticas de seleção e capacitação de diretores escolares. Estudos e pesquisas. São Paulo: Fundação Victor Civita, 2011, p. 167-225. Disponível em: http://www.fvc.org.br/pdf/livro2-03-mapeamento.pdf. Acesso em: 25 set. 2016.MAGALDI, Ana Maria; GONDRA, José G. A reorganização do campo educacional no Brasil: manifestações, manifestos e manifestantes. Rio de Janeiro: 7Letras, 2003.MELO, Marisete Fernandes de. Programa nacional escola de gestores para a educação básica: um olhar sobre a proposta e execução na Paraíba (2010 - 2012). 2017. Dissertação de Mestrado. Universidade Federal da Paraíba. Mestrado Profissional em Políticas Públicas, Gestão e Avaliação da Educação, 2017. Disponível em https://repositorio.ufpb.br/ jspui/handle/tede/9320. Acesso em 31 out. 2018.NOGUEIRA, Danielle Xabregas Pamplona. Programa de Capacitação a Distância de Gestores Escolares – Progestão no Estado do Pará: um estudo sobre a implementação do curso de especialização, no período de 2001 a 2002. 2008. Dissertação(Mestrado em Educação). Universidade de Brasília, Brasília, 2008. Disponível em: http://repositorio.unb.br/handle/10482/1845. Acesso em: 27 out. 2018.OLIVEIRA, Ana Cristina Prado de. Gestão, liderança e clima escolar. Curitiba: Appris, 2018.OLIVEIRA, Ana Cristina Prado de; CARVALHO, Cynthia Paes de. Gestão escolar, liderança do diretor e resultados educacionais no Brasil. Rev. Bras. Educ. 2018, vol.23, p. 1-18. Disponível em: http://www.scielo.br/pdf/rbedu/v23/1809-449X-rbedu-23-e230015.pdf. Acesso em: 19 ago. 2018.OLIVEIRA, Ana Cristina Prado de; WALDHELM, Andrea Paula Souza. Liderança do diretor, clima escolar e desempenho dos alunos: qual a relação? Ensaio: aval. pol. públ. Educ., Rio de Janeiro, v. 24, n. 93, p. 824-844, out./dez. 2016. Disponível em http://www.scielo.br/pdf/ensaio/v24n93/1809-4465-ensaio-24-93-0824.pdf. Acesso em 12 jun. 2018. PENA, Anderson Córdova. Um conceito para liderança escolar: estudo realizado com diretores de escolas da rede pública estadual de Minas Gerais. 2013. Universidade Federal de Juiz de Fora. Tese de Doutorado. 2013. Disponível em: https://repositorio.ufjf.br/jspui/ handle/ufjf/2426. Acesso em 31 out. 2018.PINHEIRO, Camila Mendes; DAL RI, Neusa Maria. Democratização da educação na década de 1980: o Fórum da Educação na Constituinte e a IV Conferência Brasileira de Educação 1986. Disponível em: http://www.histedbr.fe.unicamp.br/acer_histedbr/jornada/ jornada11/artigos/8/artigo_simposio_8_749_mila_pinheiro_@hotmail.com.pdf Acesso em: 26 out. 2018.PINHEIRO, Camila Mendes. O Fórum Nacional em Defesa da Escola Pública e o princípio de gestão democrática na Constituição Federal de 1988. 2015. 234 f. Dissertação (mestrado). Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Filosofia e Ciências, 2015. Disponível em: http://hdl.handle.net/11449/ 124369. Acesso em: 26 out. 2018.POLON, Thelma Lucia P. Perfis de liderança e seus reflexos na gestão escolar. In: 34ª Reunião Anual da ANPED, 2011, Anais... Natal/RN: Centro de Convenções, 2011.ROMANO, Alessandro Segala; OLIVEIRA, Márcia Pacini de. A gestão participativa e o papel da liderança do diretor na educação profissional. Revista InSIET: Revista In Sustentabilidade, Inovação & Empreendedorismo Tecnológico, São Paulo, v. 2 n. 2, agosto/dezembro de 2015.RUA, Maria das Graças. Análise de políticas públicas: conceitos básicos. s. d.SCOTUZZI, Claudia Aparecida Sorgon. Gestão democrática nas escolas e progestão: que relação é esta?. 2008. Dissertação (mestrado). Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2008. Disponível em: <http://hdl.handle.net/11449/90065> Acesso em: 27 out 2018.SILVA, Givanildo da; SILVA, Alex Vieira da; SANTOS, Inalda Maria dos Santos. Concepções de gestão escolar pós–LDB: o gerencialismo e a gestão democrática. Revista Retratos da Escola, Brasília, v. 10, n. 19, p. 533-549, jul./dez. 2016.SILVA, Luís Gustavo Alexandre da; ALVES, Miriam Fábia. Gerencialismo na escola pública: contradições e desafios concernentes à gestão, à autonomia e à organização do trabalho escolar. RBPAE - v. 28, n. 3, p. 665-681, set/dez. 2012. SOTTANI, Natália Bazoti Brito; MARIANO, Sandra Regina Holanda; MORAES, Joysi; DIAS, Bruno Francisco. Políticas públicas de formação de diretores de escolas públicas no Brasil: Uma análise do Programa Nacional Escola de Gestores da Educação Básica (PNEGEB). ARCHIVOS ANALÍTICOS DE POLÍTICAS EDUCATIVAS / EDUCATION POLICY ANALYSIS ARCHIVES, v. 26, p. 153, 2018.SOUZA, Celina. Introdução Políticas Públicas: uma revisão da literatura. Sociologias, Porto Alegre, ano 8, nº 16, jul/dez 2006, p. 20-45. TEODORO, António. Considerações breves sobre transdiciplinaridade de um campo de estudos. Revista de Humanidades e Tecnologias. s.d. p. 117-121. Disponível em: http://recil.ulusofona.pt/bitstream/handle/10437/2356/1019.pdf?sequence=1. Acesso em: 08 dez. 2018.UNESCO. El liderazgo escolar em América Latina y el Caribe: un estado del arte com base en ocho sistemas escolares de la región. Oficina Regional de Educación para América Latina y el Caribe (OREALC/UNESCO Santiago). 2014. Disponível em http://unesdoc.unesco.org/images/0023/002327/232799s.pdf. Acesso em 31 out. 2018.VAILLANT, Denise. Liderazgo escolar, evolución de políticas y prácticas y mejora de la calidad educativa. 2015. Disponivel em http://www.maestro100puntos.org.gt/ sites/default/files/liderazgo-escolar-evolucion-de-politicas-mejora-de-la-calidad-unesco.pdf. Acesso em 31 out. 2018.VIDAL, Eloisa Maia; VIEIRA, Sofia Lerche. Meta 19. In: INEP Plano Nacional de Educação PNE 2014 - 2024: Linha de Base. Brasília, DF: Inep, 2015. p. 313 – 334. Disponível em http://portal.inep.gov.br/informacao-da-publicacao/-/asset_publisher/6JYIsGMAMkW1/ document/id/493812. Acesso em 31 out. 2018.VIEIRA, Sofia Lerche. Poder local e educação no Brasil: dimensões e tensões. RBPAE. v.27, n.1, p. 123-133, jan./abr. 2011. Disponível em file:///C:/Users/elois/Downloads/ 19972-72432-1-PB.pdf. Acesso em 31 out. 2018.WEINSTEIN, José. (org.). Liderazgo educativo en las escuelas: nueve miradas. Santiago de Chile, Salesianos Impresores, 2016.

Abstract I started my chemistry adventure while in high school, where I was the only female in a science and mathematics-oriented class. During our Junior year of high school, we were sent to the desert, close to the Red Sea in Israel to build roads. In the summers, we were in a Kibbutz on the border to help with the work needed. After work, we had time to discuss our future. Upon graduating from high school, I was drafted into the army, and in the evenings, started my college education and majored in chemistry. After finishing my term in the army, I continued my undergraduate studies in chemistry while raising my son. As I was conducting research on isotope effects, I realized that I wanted to make chemistry accessible to all. My tenet in life is that equal access to Science Education is a human right. I developed a method of teaching chemistry using art, music, dance, drama, and cultural backgrounds which attracted students at all educational levels to chemistry. I felt that as chemists, we have obligations to make the planet a better place for humankind. At this point, I became very active in working towards Scientific Freedom and Human Rights; helping chemists in the Soviet Union, China, Chile, Guatemala, and many other countries. The American Chemical Society established the Subcommittee on Scientific Freedom and Human Rights in 1986 and I chaired this committee for 26 years. At great risk to my personal safety, we succeeded in preventing executions, releasing prisoners of conscience from jail and bringing dissidents to freedom. This work led me to use chemistry as a bridge to peace in the Middle East by organizing Conferences which bring together chemists from 15 Middle East Countries with five Nobel Laureates. The Conferences allow the participants to collaborate on solutions to problems facing the Middle East and the World. The issues are; Air and Water Quality, Alternative Energy Sources, and Science Education at all Levels. Eight conferences were held and the ninth is scheduled for 2019. More than 600 Middle East scientists already participated in these conferences. Considering that most of the participants are professors or directors of science institutions who have access to thousands of students, the number of people in the network is in the thousands. Between the conferences, the cross-border collaborations are ongoing despite the grave situation in the Middle East. In these conferences, the participants succeed in overcoming the chasms of distrust and intolerance. They do not just form collaborations, but form friendships. Hopefully, we will manage to form a critical mass of scientists who will be able to start the chain reaction for peace in the Middle East. Commitment, perseverance, and many times, bravery, helped me to overcome the obstacles I encountered.

O artigo expõe o problema da linguagem, com abordagem fenomenológica, como foi tratado por Husserl e por Merleau-Ponty. Husserl considerou a linguagem um objeto do pensamento, essência de uma gramática universal. Merleau-Ponty defendeu a linguagem como meio por excelência de comunicação, cujos signos refletem a cultura e as palavras possuem corporeidade. A teoria merleau-pontyana da expressão admite duas linguagens: a fala falada e a fala falante. A linguagem falada é o conjunto das significações de uma língua; a linguagem falante é transfiguração dessas significações. É da fala falante, produtora de significados, que se ocupa a biblioterapia. Relata-se um Programa de Leitura Terapêutica desenvolvido em uma escola da rede pública estadual no interior da Ilha de Santa Catarina. Tal Programa contemplou leitura, narração e dramatização de textos ficcionais. Apostou no envolvimento dos alunos com o lúdico e o poético e creditou à literatura possibilidades terapêuticas. O diálogo posterior à história (a experiência do outro), a socialização (descontração e alegria) e a retomada do texto (recriação) foram considerados exercícios terapêuticos. Concluiu-se que a biblioterapia é um tratamento alternativo e despretensioso em que a fala, na leitura, narração ou dramatização pode agir como uma terapêutica.AbstractThe article presents the problem of language, with a phenomenological approach, as treated by Husserl and Merleau-Ponty. Husserl considered the language as an object of thought, the essence of a universal grammar. Merleau-Ponty supported the language as a means of communication by excellence, whose signs reflect the culture and that the words have corporeality. The theory of expression Merleau-pontyan admits two languages: the spoken speech and the speaker speech. The spoken language is the set of meanings of a language; the speaker language is the transfiguration of these meanings. It is of the speaker speech, the producer of meanings, that bibliotherapy concerns. We report a Reading Therapy Program developed in a public school within the Brazilian Island of Santa Catarina. This program included reading, storytelling and dramatization of fictional texts. It bet on the involvement of students with the playful and poetic literature and gave credit to the therapeutic possibilities. The dialogue after the story (the experience of others), socialization (relaxation and joy) and the resumption of the text were considered therapeutic exercises. It was concluded that bibliotherapy is an alternative and unpretentious treatment in that speech, reading, storytelling or drama can act as a therapy.

James Tait Goodrich was born on April 16, 1946 in Portland, Oregon, United States, the son of Richard Goodrich and Gail (Josselyn) Goodrich. Dr. Goodrich served as a Marine officer during the Vietnam War, during which time he decided his next step would be to pursue a medical career. Not only was he an elite surgeon, but over the years he was also a generous mentor and teacher who shared his craft with many young surgeons who wanted to follow in his footsteps. During the Tet Offensive, he spotted a Vietnamese surgeon in a medical tent opening up a soldier’s head. “Cool,” he thought. “I want to do that” (1). Upon return to the USA, Jim married Judy Loudin on December 27, 1970, the love of his life who gave him the confidence and support to pursue his dreams. Dr. Goodrich completed his undergraduate work at the University of California, Irvine and his graduate studies at the School of Arts and Sciences of Columbia University (1972), receiving his Masters and Doctor of Philosophy degrees in 1978 and 1980, respectively. He received his Medical Degree from Columbia University College of Physicians and Surgeons. After an internship at Columbia- Presbyterian Medical Center (1980-1981), he completed his residency training at the Presbyterian Hospital in New York City and the New York Neurological Institute (1981-1986). He also holds the rank of Professor Contralto of Neurological Surgery at the University of Palermo in Palermo, Italy. He was Director of the Division of Pediatric Neurosurgery at the Children’s Hospital of Montefiore Health System and he served as a Professor of Clinical Neurological Surgery, Pediatrics, Plastic and Reconstructive Surgery at the Albert Einstein College of Medicine since 1998 (2). Dr. James T. Goodrich dedicated his life to saving children with complex neurological conditions. He had a particular interest in the treatment of craniofacial abnormalities. He was a pioneer in this field and developed a multi-stage approach for separating craniopagus twins who have their brain and skull conjoined. In 2016, he famously led a team of 40 doctors in a 27-hour procedure to separate the McDonald twins. Throughout his distinguished career, he became known as the world’s leading expert on this lifesaving procedure. He has been consulted on hundreds of cases, and he routinely traveled the world sharing his vast knowledge and expertise with colleagues (3,4). In Brazil, Dr. Goodrich played a very important role in leading the processes to successfully separate craniopagus sets in Ribeirao Preto (2017-2018), and in Brasilia (2019). A classical multistage surgery was performed to separate the Ribeirao Preto conjoined twins, and Dr. Goodrich participated on all the neurosurgical procedures as a great mentor. In the final operation, on October 28, 2019, some members of Montefiore Hospital medical staff (Dr. Oren Tepper, plastic surgeon, Dr. Carlene Broderick, pediatric anesthesiologist and Kamilah A. Dowling, nurse) also worked alongside Jim and the Brazilian team. An extraordinary and humble man, his words after the first surgical step, during an interview for a TV channel, were that in “this particular surgery we were able to do more than we expected because the anatomy was very good and the team had exceptional skills that made the difference”. Dr. Goodrich was a chief supporter of the Latin American Pediatric Neurosurgery Course (LACPN), having participated in all editions since 2004. In these events, he did not hesitate to share his knowledge during the hands-on sessions and, likewise, his wonderful conferences. Prof. Goodrich was officially honored by the Brazilian Society for Pediatric Neurosurgery during the “XII Brazilian Congress of Pediatric Neurosurgery”, in Florianopolis, Brazil. Dr. Goodrich was a gentle and truly caring man. He did not crave the limelight and was beloved by his colleagues and staff. He has authored numerous book chapters and articles on Pediatric Neurosurgery and is known worldwide as a prominent lecturer in this field. Outside his work, he was also known for his passion for historical artifacts, travelling, wine, and surfing. Dr. Goodrich was an incredible human being. In March 30th, 2020, he passed away after complications due to Covid-19 (5). In that day the world has become a little less bright without Jim. Our sympathy and prayers go to his wife Judy, his three sisters, and all those who were close to him

Watching video online is one of the most performed activities on the internet in Brazil, according to PNAD Continua 2017. To explore the relationship of this activity with education, the aim of this study was to identify ways to use Youtube videos to support the learning process by college students. To try to elucidate this issue, a systematic literature review (RAMOS, FARIA, FARIA, 2014) was conducted on Youtube and education in the CAPES Theses Database to inquire the accumulation of discussion on the subject. This literature review showed that there are 4 dissertations in this Brazilian database that studied the use of Youtube videos in elementary school. There is a gap in studies in higher education or focusing on informal learning. As an exploratory survey of the theme was applied an online questionnaire to collect data on the use of Youtube to support the learning process. From the content analysis (BARDIN, 2009) of the 64 answers, 4 interest categories were identified in the use of Youtube: 1) content learning, 2) content review, 3) test preparation and 4) audiovisual resources used. In general, it is noted that Youtube videos have been used to answer a specific demand or to reinforce school or self-interest knowledge due to their ease of access and their audiovisual resources.ResumoAssistir vídeo online é uma das atividades mais realizadas na internet no Brasil, segundo dados da PNAD Contínua 2017. Para explorar a relação desta atividade com a educação, o objetivo deste estudo foi identificar formas de utilização de vídeos do Youtube como suporte ao processo de aprendizagem por universitários. Para tentar elucidar esta questão foi realizada uma revisão sistemática da literatura (RAMOS; FARIA; FARIA, 2014) sobre o Youtube e a educação no catálogo de teses e dissertações Capes para averiguar o acúmulo de discussão sobre a temática. Esta revisão da literatura mostrou que há 4 dissertações nesta base brasileira que estudaram a utilização de vídeos do Youtube no ensino fundamental. Há uma lacuna de estudos no ensino superior ou que foquem na aprendizagem informal. Como levantamento exploratório do tema foi aplicado um questionário online para levantar dados sobre a utilização do Youtube como suporte ao processo de aprendizagem. A partir da análise de conteúdo (BARDIN, 2009) das 64 respostas foram identificadas 4 categorias de interesses na utilização do Youtube: 1) aprendizagem de conteúdo, 2) revisão de conteúdo, 3) preparação para testes e 4) recursos audiovisuais utilizados. Em geral, nota-se que vídeos do Youtube têm sido utilizados para atender uma demanda específica ou para reforçar um conhecimento escolar ou de interesse próprio devido a sua facilidade de acesso e aos seus recursos audiovisuais.Palavras-chave: Tecnologia e educação, Educação informal, Atitude dos estudantes, Ambiente de aprendizagem.Keywords: Technology Uses in Education; Informal Education; Student Attitudes; Situated Learning.ReferencesARAUJO, Marcelo Henrique de; REINHARD, Nicolau. Caracterizando os usuários de Internet no Brasil: uma análise a partir das habilidades digitais. TWENTY-FOURTH AMERICAS CONFERENCE ON INFORMATION SYSTEMS, New Orleans, Anais…, 2018. Disponível em: https://aisel.aisnet.org/amcis2018/LACAIS/Presentations/12/. Acesso em: 24 jun. 2019BARDIN, L. Análise de conteúdo. São Paulo: Edições 70, 2011.BLASCHKE, Lisa Marie; HASE, Stewart. Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning. 1. 2019. Disponível em https://ojs.aut.ac.nz/pjtel/index.php/pjtel/article/view/1/1 Acesso em 11 out. 2019.BURGESS, Jean; GREEN, Joshua. YouTube e a Revolução Digital: como o maior fenômeno da cultura participativa transformou a mídia e a sociedade; tradução Ricardo Giassetti. São Paulo: Aleph, 2009,FLEMING, Neil D.; BAUME, David. Learning Styles Again: VARKing up the right tree!, Educational Developments, SEDA Ltd, Issue 7.4, 2006. Disponível em http://www.vark-learn.com/wp-content/uploads/2014/08/Educational-Developments.pdf. Acesso em 13 out. 2019FLEMING, Neil D.; BONWELL, Charles C. How Do I Learn Best?: A Student's Guide to Improved Learning: Vark, Visual Aural Read/write Kinesthetic. Christchurch, N.Z: N. Fleming, 2001. Disponível em http://vark-learn.com/wp-content/uploads/2019/07/How-Do-I-Learn-Best-Sample.pdf. Acesso em 13 out. 2019KAMERS, Nelito Jose. O YouTube como ferramenta pedagógica no ensino de física. 2013. 178 f. Mestrado em Educação: Universidade do Estado de Santa Catarina, Florianópolis, 2013.LANIER, Jaron. Dez argumentos para você deletar agora suas redes sociais. Tradução Bruno Casotti. Intrínseca; Edição do Kindle. 2018LAVE, J.; WENGER, E. Situated leaning: legitimate peripheral participation. Cambridge: Cambridge University Press, 1991.LAVE, Jean. Aprendizagem como/na prática. Horizontes Antropológicos [Online], 44, 2015. Disponível em http://journals.openedition.org/horizontes/1000. Acesso em 3 out. 2019MESEGUER-MARTINEZ, Angel; ROS-GALVEZ, Alejandro; ROSA-GARCIA, Alfonso Satisfaction with online teaching videos: A quantitative approach, Innovations in Education and Teaching International, 54:1, 62-67, 2017. DOI: 10.1080/14703297.2016.1143859MINOSSO, Anderson. Contribuições do software de geometria dinâmica na abordagem do conceito de função quadrática no ensino fundamental. 2018. 82 f. Mestrado Profissional em Educação Básica: Universidade Alto Vale do Rio do Peixe, Caçador, 2018MOTA, Gersivalda Mendonça da. Possibilidades de uso do site de rede social youtube na educação básica em Itabaiana-SE. 2018. 112 f. Mestrado em Educação: Fundação Universidade Federal de Sergipe. 2018.NASCIMENTO, W. R. D.; SALVIATO-SILVA, A. C.; DELL’ AGLI, B. A. V. O desempenho em tecnologias digitais para aprendizagem: um estudo com universitários. ETD - Educação Temática Digital, v. 21, n. 1, p. 182-201, 2019.ORRICO, Clarissa Ariadne. A influência das tecnologias de informação e comunicação na leitura dos alunos do 6º ano do Ensino Fundamental II. 2018. 83 f. Mestrado Profissional em Processos de ensino, gestão e inovação: Universidade de Araraquara, Araraquara, 2018.PNAD Contínua. Pesquisa Nacional por Amostra de Domicílios Contínua. Acesso à Internet e à televisão e posse de telefone móvel celular para uso pessoal 2017. IBGE. 2018. Disponível em https://biblioteca.ibge.gov.br/visualizacao/livros/liv101631_informativo.pdf Acesso em 14 out. 2019RAMOS, Altina; M. FARIA, Paulo; FARIA, Ádila. Revisão sistemática de literatura: contributo para a inovação na investigação em Ciências da Educação. Revista Diálogo Educacional, v. 14, n. 41, p. 17-36, 2014. Disponível em: https://periodicos.pucpr.br/index.php/dialogoeducacional/article/view/2269/2185 Acesso em: 04 jun. 2019.SCOLARI, Carlos A. Adolescentes, medios de comunicación y culturas colaborativas. Aprovechando las competencias transmedia de los jóvenes en el aula. h2020 | Research and Innovation Actions: España. 2018. Disponível em https://digital.fundacionceibal.edu.uy/jspui/handle/123456789/247. Acesso em: 04 jun. 2019.SIBILIA, Paula. O Show do Eu. A intimidade como espetáculo. 2 ed. Rio de Janeiro: Contraponto, 2016.WOJCICKI, Susan. Mid-year Update on Our Five Creator Priorities for 2018. Julho 2018. Disponível em https://youtube-creators.googleblog.com/2018/07/mid-year-update-on-our-five-creator.html. Acesso em: 29 set. 2019.e3757008

This article is born from the results of a larger research that aimed to identify the relationship that the teacher establishes between his personal dimensions (identity) and the professional dimensions (teacher identity) in his formation and his practice, through reflection on his daily action. At this moment of the research the objective was to identify and describe the reflexive processes observed on the practical action of the teacher, as well as the paths covered in the formation and constitution of the professional identity. For this, the methodology of writing class diaries was used, mainly based on Zabalza's theoretical framework. The journals were developed by five teachers during three months in a semester, with subsequent reflection of the reports from a script presented to them by the researchers. The data, analyzed by the technique of Content Analysis, according to Bardin, revealed five categories that made explicit on the knowledge of teaching practice, reflexive processes, teacher training and the constitution of their professional identity. The results showed that the methodology used (class diaries) was efficient in order to allow a space for reflection, as a way to build an effective practice that is consistent with the personal issues of the professional. The reflections made by the teachers indicate that they live the complexities of the profession as a great burden to bear having unfinished ideas on coping strategies.ResumoEste artigo nasce dos resultados de uma pesquisa maior que objetivou identificar a relação que o professor estabelece entre suas dimensões pessoais (identidade) e as dimensões profissionais (identidade docente) na sua formação e na sua prática, através da reflexão sobre sua ação diária. Neste momento da pesquisa, o objetivo era identificar e descrever os processos reflexivos observados sobre a ação prática do professor, bem como os caminhos percorridos na formação e constituição da identidade profissional. Para tal foi utilizada a metodologia de redação de diários de aula, embasados, primordialmente, no referencial teórico da Zabalza. Os diários foram desenvolvidos por cinco docentes durante três meses em um semestre letivo, com posterior reflexão dos relatos a partir de um roteiro apresentado a eles pelos pesquisadores. Os dados, analisados pela técnica de Análise de Conteúdo, segundo Bardin, revelaram cinco categorias que explicitaram sobre os saberes da prática docente, os processos reflexivos, a formação do professor e a constituição de sua identidade profissional. Os resultados mostraram que a metodologia utilizada (diários de aula) foi eficiente no sentido de permitir um espaço destinado à reflexão, como forma de construir uma prática eficaz e condizente com as questões pessoais do profissional. As reflexões feitas pelos professores indicam que vivem as complexidades da profissão como uma grande carga a se carregar tendo ideias inacabadas sobre estratégias de enfrentamento das mesmas.ResumenEste artículo nace de los resultados de una investigación mayor que objetivó identificar la relación que el profesor establece entre sus dimensiones personales (identidad) y las dimensiones profesionales (identidad docente) en su formación y en su práctica, a través de la reflexión sobre su acción diaria. En este momento de la investigación el objetivo era identificar y describir los procesos reflexivos observados sobre la acción práctica del profesor, así como los caminos recorridos en la formación y constitución de la identidad profesional. Para ello se utilizó la metodología de redacción de diarios de clase, fundamentados, primordialmente, en el referencial teórico de Zabalza. Los diarios fueron desarrollados por cinco docentes durante tres meses en un semestre lectivo, con posterior reflexión de los relatos a partir de un guión presentado a ellos por los investigadores. Los datos, analizados por la técnica de Análisis de Contenido, según Bardin, revelaron cinco categorías que explicitaron sobre los saberes de la práctica docente, los procesos reflexivos, la formación del profesor y la constitución de su identidad profesional. Los resultados mostraron que la metodología utilizada (diarios de clase) fue eficiente en el sentido de permitir un espacio destinado a la reflexión, como forma de construir una práctica eficaz y acorde con las cuestiones personales del profesional. 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This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.

David Hornbrook's articles in NTQ 4 and 5 offered a challengig perspective to the history of drama-in-education. a critique of present practices and practitioners. and some positive proposals for the future place of the subject in the clrriculum. These provoked Widespread interest and we published in NTO 7 a first selection of comments. We now continue the debate with comments from Gavin Bolton, Who has published Widely on educational drama and is Head of Drama and in the School of Education of the University of Durham. and Warwick Dobson. Senior Lecturer in Drama at Bradord and llkley College.

This article applies Victor Turner’s schema of ‘social drama’ to examine narrative rituals and the roles performed by a local and national newspaper in their coverage of the Umpqua Community College shooting that took place in October 2015. Textual analysis is used to compare stories from The Roseburg News-Review and the New York Times in terms of the narrative’s movement from breach, crisis, redress and finally to either reintegration or separation. This study finds that narrative patterns for the local and national newspapers do not parallel, suggesting differences in role perceptions. Instead, journalistic ritual is subject to the crisis, proximity to the tragedy and audience. The local outlet reinforces consensus with authority by focusing on victims and the grieving process to achieve the social good of healing and recovery; and the national newspaper challenges the status quo by focusing on the shooter and legislative reform. While the News-Review reaches reintegration by achieving a sense of normalcy, the New York Times stalls in a state of liminality. Both papers move the discourse on school shootings toward a societal ideal though neither narrative reaches the transformative discourse that has invoked national reflexivity noted in past instances of tragedy.