Recent Articles


Induction to teaching profession: Problems of beginner teachers in the Dominican Republic
Juan Francisco Jáspez, Marita Sánchez-Moreno
This article presents the findings of an exploratory-descriptive study, with a quantitative-qualitative approach, whose objective was to identify and describe the problems faced by beginner teachers who participated in a teaching induction program (INDUCTIO) in the Dominican Republic. Two ad hoc questionnaires were designed and applied to 363 beginning teachers and 45 mentors respectively....

The role of ICT in enhancing the autonomy of higher education students: Teachers’ insights
Dora Simões, Paula Faustino
This article reflects on the insights of higher education teachers about the role that information and communication technologies (ICT) can have in enhancing students' autonomy in the teaching and learning process. In order to accomplish this goal, it was necessary to build a theoretical framework that explored the context of higher education under the assumptions of the Bologna process and...

Infrastructure conditions of Brazilian schools: A needy school for the needy?
Marisa Ribeiro Teixeira Duarte, Carlos André Teixeira Gomes, Luciana Gonçalves de Oliveira Gotelib
We analyzed the infrastructure conditions of Brazilian schools, aiming to expose their inequalities and territorial distribution. The literature review pointed an influence on previous studies of school infrastructure of regulation by outcomes on the educational system coordination and the limits of current redistributive policies in promoting greater inter federative equity. We tested the...

Education, poverty and income transfer programs: The implementation of the Oportunidades Program in Mexico
Breynner Ricardo Oliveira, Maria do Carmo de Lacerda Peixoto
This article analyzes the implementation of the Oportunidades Program in Mexico based on the perspective of the local agents linked to the educational conditionality. By adopting the bottom up approach to analyzing implementation, Lipsky's (1980) formulation is the main reference for the study. Education professionals, community promoters and the representatives of the holders are those that...

Magnets and school turnarounds: Revisiting policies for promoting equitable, diverse schools
Jennifer B. Ayscue, Genevieve Siegel-Hawley
This case study examines how magnet school and school turnaround processes can work together to promote desegregation and improvement. Based on cross-case analysis of three magnet schools undergoing turnarounds, this study draws on data from the 2010 federal Magnet Schools Assistance Program grant and qualitative fieldwork through observations, interviews, and focus groups. In academically...

People with disabilities in capixaba schools after 1964: Exception issues
Denise Meyrelles Jesus, Regina Helena Silva Simões, Miriã Lúcia Luiz
In Brazil, from the 1950s to 1970s, the term “exceptional” was used to define people with disabilities as a counterpoint to a so-called “normal” human being. On the other hand, the term “exception regime” defined the post-1964 coup dictatorial government, which opposed the democratic republican regime. Based on the analysis of legislative documents, school records, reports on training...

Teacher training in Special Education during the civil-military dictatorship of Pará State
Ivanilde Apoluceno de Oliveira, Maria do Perpétuo Socorro Gomes de Souza Avelino de França
This paper aims analyze teacher training during the civil-military dictatorship in Pará State from 1970 to 1985. The focus is on the Pedagogy Course, Habilitation in Mental Disability – MD at Pará State University, the only course of this type in the northern region of Brazil. The authors ask: what was the context in which the course was created? What was the theoretical-methodological basis of...

Professionalization policies of the “exceptional” in the period of military dictatorship
Maria Edith Romano Siems-Marcondes
This paper aims to analyze the policies of professionalization and insertion in the labor market of the target population of Special Education in Brazil during the period of the Military Dictatorship (1964/1985). We investigated the professionalization policies established in the set of goals and projects of the National Center for Special Education (CENESP) and how these policies were...

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