10 Dec 2017, 10:11pm
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IBGE Education

The author portraies the paradox of the globalization and the local initiatives, the more the world if globaliza, appears local experiences of development, therefore the quality of life in the community, in the cities is a local problem that must be thought of global form more the action must be local with the involved actors with the problematic places. At last, great part of what it constitutes what today we call not dependemuito quality of life? despite it can suffer its impacts? on the globalization, it depends on the iniciativalocal. To promote the development localno means to come back the coasts toward the processes amplest, also planetary: it means to use the diverse territorial dimensions according to interests of the community. Another paradox presented for the author mentions the changes technological and the pedagogical procedures, the world passes for deep changes and transformations stimulated for the technology, while the education with its processes walks in slow steps, while the global world advances in technology, the pedagogical procedures continue with the feet in the passed century, almost nothing moved in the format of the lessons that only reproduces an authoritarian model of the professor. The pertaining to school management or of the systems education municipal theatres also are criticized by the author when the same it emphasizes the paper of each one in the process of the construction of a sustainable education, at the same time it tells local, municipal experiences and national of development with the participation of actors of diverse segments it is in the city, the communities or proper the parents. It author to always organize the local knowledge thinking about the global one does not involve to produce information new, therefore the information already are offered by the municipal, state agencies and national the example of the IBGE, Ipea, the PNUD, etc. thus, is necessary to organize a new model of education for the construction of the participation and the autonomy of the local actors. .

18 Mar 2014, 1:48am
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Distance Education

Educational needs of our contemporaries are accompanied by specific requirements of the conditions of learning such as accessibility, openness, efficiency, flexibility, democracy, along with individualized needs a high level of qualification of teachers, quality education, etc. These requirements are difficult to achieve only through the traditional educational techniques. Looking for new ways and means to work with trainees. At present, education has a place of education and integration of information and communication technologies on which to base and form a new group of technologies – distance education technology. Distance learning demanded by the population of many countries. This is a fait accompli, not only overseas but also in our country.

For the democratic development of any country in the Information Society necessary that every citizen has a choice of different periods of his life depending on the prevailing circumstances, full-time, part-time, part-time forms of training, external studies and their various combinations with distance learning technologies. Traditionally, distance learning technologies are understood, tools, methods and ways of learning, assuming a constant, reproducible formalized representation, transmission and control knowledge in an open information environment. Information and communication technologies are a means to implement distance learning technologies. In Russia, the introduction of a new group educational technology into the learning process, despite the unconditional successful progress in this direction of leaders of education, as MESI, USTU and others, yet is extremely slow and not as effective as it could be. It is not only the inertia of pedagogical thinking in the absence of thorough or ad hoc regulations at appropriate levels. In regions far distant from the center, training needs with the use of distance learning technologies, mainly arise from citizens, a large percentage of whom live in rural areas. As a general rule, information and communications infrastructure in such places is not developed enough internet connection or totally absent, or its quality is poor.

15 Dec 2012, 6:11am
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Method Function

The perception of the citizens is that this if does not constitute as maximum definitive enters professors, many had not perceived as something intrinsic its work and act with certain indifference in relation to this aspect of the profession. Also I see that all the formation depends on the citizen to be or not engaged with the profession. (Subject to) For the interviewed managers, we live in a complex society where innumerable transformations come occurring and considered questions basic as the education, limits, discipline, moral values and ethical, amongst others, they finish being seen for the families as only responsibility of the school. A split between educating and acquisition of knowledge is established, therefore they perceive … to educate, over all, as social function of the family and to construct knowledge as social function of the school. (Subject C). b) Metodolgica boarding of the professor The domain of the knowledge is important, but form as the knowledge is transmitted, used language, resources, examples, at last, what usually we call metodolgicos resources of the professor are determinative, therefore can inhibit or assist the learning of the student. All the citizens of the research believe that stimulaton and incentive are associates to the method used for the professor, and that on this its success depends.

Differences between ways stand out to apply and to organize lessons of a professor for another one. The differences between methodologies of one and another professor visibly are perceived. The professor exists who searchs new ways, alternatives so that the learning occurs. Others, however, do not search resources different and always use the same methodologies and, therefore, they do not stimulate the pupils to the research. (Subject B). The challenge of the formation of the professors … is to have a distinct orientation for its function, is to transform them into professionals of ' ' aprendizagem' ' , instead of specialists who know a subject well and know to explain it, leaving the task to learn as exclusive function of the pupil, which will have to strengthen itself very until assimilating, in fact, what the professor taught to it.