Suchergebnisse

O trabalho discute implicações do fenômeno da sindicalização docente sobre as identidades da categoria, em especial ao considerar-se o alegado processo de proletarização e a inclusão de funcionários nas entidades sindicais docentes. Baseia seus argumentos em duas pesquisas realizadas com sindicalistas do CPERS/SINDICATO (Centro dos Professores do Estado do Rio Grande do Sul - Sindicato dos Trabalhadores em Educação), que apresentam diferentes graus de participação na hierarquia política da organização. O referencial teórico recupera a gênese da escola e da docência, abordando duas de suas mais significativas imagens: trabalho feminino e proletarizado. Discorre sobre a sindicalização docente no Brasil, fenômeno que se oficializa a partir da promulgação da Constituição de 1988, mas que se consolida anteriormente a isso: durante as lutas por liberdades democráticas no contexto ditatorial. A análise revela uma variedade de posições, entre os sindicalistas, sobre a identidade dos docentes com relação à sua condição de trabalhadores em Educação ou de profissionais, ainda que um traço unificador seja a ausência de menção às modificações no processo de trabalho docente para justificar a proletarização. Também há concordância quanto ao aspecto instrumental das filiações, isto é, que a maior parte das pessoas se filia para obter vantagens pessoais. Nas conclusões, aponta-se para o caráter híbrido das atuais identidades docentes. Também se propõe para análise o fato de que, embora o termo 'trabalhadores em Educação' pudesse indicar uma diluição do professorado nos demais segmentos que atuam na escola, é perceptível o oposto, sendo os funcionários subsumidos na categoria docente. ; The work discusses implications of the phenomenon of teacher Union affiliation upon the identities of this category, especially when considering the alleged process of its proletarianization, and the inclusion of other school personnel in the teachers Unions. The arguments are based on two studies carried out with Union officials from CPERS/SINDICATO (Teachers Center of the State of Rio Grande do Sul - Union of Workers in Education), representing different degrees of participation in the political hierarchy of the organization. The theoretical framework used recovers the genesis of school and teaching, approaching two of its most significant images: women's work and proletarian work. The article speaks of the affiliation of teachers to Unions in Brazil, a phenomenon that becomes official after the promulgation of the 1988 Constitution, but that had consolidated before that: during the struggles for democracy under the dictatorship. The analysis reveals a variety of positions among Union officials with regard to the teachers' identities as workers in Education or as professionals, even though a universal feature is the absence of mentions to the modifications in the process of teacher work to justify the proletarianization. There is also agreement with respect to the instrumental aspect of the affiliations, that is, to the fact that most people become affiliated to obtain personal advantages. The conclusions point out to the hybrid character of the current teachers' identities. They also present for analysis the fact that, although the phrase "workers in Education" might indicate a dilution of teachers among the other categories of workers of the school, the opposite is noticeable: the teacher category subsumes the other school personnel.

RESUMO. O objetivo deste trabalho é realizar uma discussão sobre os avanços e retrocessos da política pública de Educação de Jovens e Adultos (EJA) implantada no estado de Mato Grosso (MT/Brasil), a partir de 2008, com a criação dos Centros de Educação de Jovens e Adultos (CEJAs). Documentos oficiais, pesquisas realizadas sobre os Centros, assim como informações sobre a experiência do Centro de Educação de Jovens e Adultos Cleonice Miranda da Silva, que funciona no município de Colíder/MT, foram empregadas para a elaboração de uma interpretação dos processos de criação e funcionamento da proposta pedagógica dos CEJAs em Mato Grosso. A investigação realizada evidenciou que, além da concentração destes espaços formativos em um número reduzido de municípios do estado, a proposta pedagógica original foi significativamente alterada já em seus primeiros anos de funcionamento. As informações coletadas apontam para a descontinuidade da política de formação empreendida pelos governos que se sucederam no período em estudo, que não assumiram os CEJAs como integrantes de uma política de Estado de caráter emancipatório, optando por políticas de governo marcadas pelo "aligeiramento" dos processos de escolarização destinado aos sujeitos jovens, adultos e idosos. Atualmente, o estado de Mato Grosso vive um momento de retrocesso em relação à política pública que originou os CEJAs, uma vez que os Centros que continuam em funcionamento tiveram sua proposta pedagógica alterada, com destaque às preocupações financeiras em detrimento da qualidade da Educação de Jovens e Adultos promovida pelo Estado. ABSTRACT. The objective of this work is to conduct a discussion about the advances and setbacks of the public policy of Youth and Adult Education (EJA) implemented in the state of Mato Grosso (MT / Brazil), from 2008 on, with the establishment of Youth and Adult Education Centers (Cejas). Official documents, research carried out about the Centers, as well as information about the experience of Cleonice Miranda da Silva Youth and Adult Education Center, which operates in the municipality of Colíder / MT, were used to elaborate an interpretation of the creation and pedagogical proposal of Cejas in Mato Grosso. The research undertaken showed that, in addition to the concentration of these formative spaces in a reduced number of municipalities of the state, the original pedagogical proposal was significantly modified already in its first years of operation. The information collected points to the discontinuity of the training policy undertaken by the governments that succeeded in the period under study, which did not support the maintenance of a state policy of emancipatory character, replacing it with government policies marked by the "streamlining" of the schooling process for youngsters, adult and elderly subjects. Nowadays, the state of Mato Grosso is experiencing a moment of step backwards in relation to the public policy that originated the Cejas. On the other hand, the Centers that continue to operate had their pedagogical proposal changed, highlighting the financial concerns to the detriment of the quality of Youth and Adult Education promoted by the State.

O artigo analisa o exílio a partir de memorias de mulheres brasileiras da geração de 1968 que saíram do pais entre 1970/71. Sugere pensá-lo a partir de duas perspectivas: a do autoritarismo de Estado e da memória de exiladas. Disserta sobre as experiências delas; as estratégias mobilizadas; as rotas perseguidas; a inserção em outro estado nacional; as visões de mundo e de Brasil; e a condição de mulher. A metodologia traz a escrita de uma história coletiva, despersonalizada, caracterizando pontos de convergência e divergência entre os percursos. As memórias apontam que o exílio vivido por essas mulheres foi marcado pelas relações de sexo/gênero, reconversões identitárias e por definições políticas

Este artigo tem como objetivo analisar os sentidos de currículo acadêmico e de extensão universitária que têm sido produzidos e que circulam no âmbito acadêmico. Investigando materiais produzidos por diferentes atores sociais que atuam na Universidade Federal do Rio de Janeiro, interessa-nos compreender as lutas hegemônicas responsáveis pelo posicionamento da extensão nos currículos acadêmicos. Dialogando com autores que têm focalizado a universidade (Boaventura de Sousa Santos) e seus currículos (Antonio Flavio Moreira), assim como aqueles que têm problematizado as interfaces entre conhecimento, poder e cultura – tais como Alice Casimiro Lopes e Elizabeth Macedo –, sustentamos a idéia de que a extensão, como espaço ambivalente, reproduz e subverte discursos hegemônicos sobre os conhecimentos acadêmicos. A análise realizada permitiu-nos identificar, nos textos investigados, a presença de ambivalências expressas por meio de marcas subversivas e, simultaneamente, de vestígios de outros discursos que participam das lutas hegemônicas pela estabilização de sentidos sobre extensão universitária. Defendemos que a extensão, ao se aproximar da lógica disciplinar, busca se fortalecer no âmbito universitário afastando-se do lugar de subalternidade no qual tem sido historicamente colocada e apostando em um novo campo de possibilidades, ainda que criticando essa mesma lógica por meio da noção (igualmente ambivalente) de 'flexibilização curricular'.

Social media platforms are increasingly part of the academic workflow. However, there is a lack of research that examines these activities, particularly at the author level. This paper explores the activity of researchers in the Twittersphere by analyzing a large database of Web of Science authors systematically identified on Twitter using data from Altmetric.com. Using this information, this paper explores and compares patterns of tweeted and self-tweeted publications with other academic activities, such as citations, self-citations, and authorship at the author level. This paper also compares the thematic orientation among these different activities by analyzing the similarity of the research topics of the publications tweeted, cited, and authored. The results show that the productivity and impact of researchers, as defined by conventional bibliometric indicators, are not correlated to their popularity on the Twitter platform and that scholars generally tend to tweet about topics closely related to the publications they author and cite. These findings suggest that social media metrics capture a broader aspect of the academic workflow that is most likely related to science communication, dissemination, and engagement with wider audiences and that differs from conventional forms of impact as captured by citations. Areas for further exploration are also proposed.1

We propose institutional mobility indicators based on researchers' mobility flows in 22 major fields of science across 1,130 Leiden Ranking institutions from 64 countries. We base our indicators on data from the Dimensions database and Global Research Identifier Database. We use researchers' first and last affiliations to estimate the extent authors have moved across institutions as well as countries. For each institution, we quantify the shares of researchers with the same affiliation (insiders), those who came from another institution within the country (domestic outsiders), and those coming from a different country (foreign outsiders). Institutions in Central, Eastern, and Southern Europe have the highest share of insiders, whereas institutions in Northern America and Western and Northern Europe have a higher share of foreign outsiders. Foreign outsiders are most common in small and wealthy countries. No disciplinary differences are observed, as captured by the field classification scheme of Dimensions.

RESUMEN: El objetivo de este artículo es examinar cuál es el impacto de de la propuesta neoliberal sobre las estructuras de enseñanza pública brasileña. Se analizan las concepciones neoliberales en la materia, la situación actual y algunos desarrollos de las medidas del actual gobierno.ABSTRACT: The objective of this article is to examine which is the impact of the neoliberal proposal on the structures of public education in Brazil. There are analyzed the neoliberal conceptions in this matter, the recent context and some of the developments of the policies of the present government.

[ES] El objetivo de este artículo es examinar cuál es el impacto de de la propuesta neoliberal sobre las estructuras de enseñanza pública brasileña. Se analizan las concepciones neoliberales en la materia, la situación actual y algunos desarrollos de las medidas del actual gobierno. ; [EN] The objective of this article is to examine which is the impact of the neoliberal proposal on the structures of public education in Brazil. There are analyzed the neoliberal conceptions in this matter, the recent context and some of the developments of the policies of the present government.

Six isolates (Ac1Pd, Ac3Pd, Ac4Pd, Ac5Pd, Ac7Pd, and Ac22Pd) of Pediococcus pentosaceus from sheep milk were tested for safety and for probiotic and technological potential. The results showed that none of the isolates were able to produce biogenic amines or virulence factors. The isolates tested showed low hydrophobicities, high auto-aggregation capacities and co-aggregation with L. monocytogenes ATCC 7644, L. sakei ATCC 15521 and E. faecalis ATCC 19444, but none produced ?-galactosidase and bacteriocins. The isolates did not show growth at pH values 3 and 12, while in a pH range from 4 to 10 the growth was variable. In the absence of bile, all the isolates showed growth, with suppression at bile concentrations of 0.1%, 0.3%, 0.6% and 1.0%. In the disc-diffusion test, the isolates tested were resistant to oxacillin, sulfatrimethoprim and vancomycin but were sensitive to chloramphenicol and tetracycline. The isolates showed variable responses to penicillin G and were resistant to most of the drugs tested, except for amoxicillin trihydrate and ibuprofen. All cultures showed a high milk-acidification capacity after 24 hours and none produced exopolysaccharides. The isolates of P. pentosaceus were able to produce diacetyl; however, no culture showed extracellular proteolytic activity and the autolysis varied from 21.3% to 30.5% after 24 h. The isolates grew at NaCl concentrations of 4.0 and 6.0%, but the growth was lower at 10.0%. Finally, all the isolates were found to be safe but had limited application as probiotics and in some technological uses.

The aim of this research was evaluate the efficiency of the action of ozonation of milk on the reduction of the bacterial counts of Staphylococcus aureus artificially inoculated and subjected to different binomials times/concentrations of ozone. The samples were divided in four assays: 1 and 2, with skim milk and ozone concentrations of 34.7 mg L –1 and 44.8 mg L-1, respectively, and assays 3 and 4, with whole milk and the same concentrations of ozone. The time of ozonation in all of the assays was 5 (T1), 10 (T2), 15 (T3), 20 (T4) and 25 (T5) minutes. Each treatment was replicated three times. The bacterial counts were determined immediately before and after the ozonation process by plating the samples on Baird Parker agar. In treatments 1 and 2, the greatest reductions were 0.42 log10 CFU/mL (colony forming units per millilitre), whereas in treatments 3 and 4, the greatest reductions were 0.19 and 0.21 log10 CFU/mL, respectively. The results of all of the tests show that, for T1, there was no reduction in the microbial load, whereas for T2, there was a sharp decrease in the microbiota, and this decrease was even more significant for T4 and T5. In both skim and whole milk with ozone concentrations of 34.7 and 44.8 mg L-1, the reductions were significantly greater after 20 minutes of ozonation. The results indicated that ozone showed low efficacy in the reduction of S.aureus inoculated into fluid milk and milk fat interferes with the bactericidal action of the gas.