Navegando por Autor "DALLA CORTE, Marilene Gabriel"

Agora exibindo 1 - 4 de 4
  • Imagem de Miniatura
    Item
    Cursos de licenciatura em educação especial e contextos emergentes
    (2018) DALLA CORTE, Marilene Gabriel; MELLO, Gabriela Barichello
    The text addressesHigher Education policies and emerging contexts in undergraduate courses in Special Education. It aims to understand the interrelationship of Higher Education policies with the emerging contexts in the Undergraduate-Full Special Education courses of the Federal University of Santa Maria. It portrays the context of a qualitative research, of the case study type, that counted on the construction of data with the online mixed questionnaire and the documentary analysis. The results point to the configuration and understanding of the emerging contexts in Higher Education and to the recognition of challenges and new ways of being, to be and to organize the institutions of higher education in which it is concluded that the emerging contexts influence the organizational dynamics of the institutions and their courses, as well as in the development of teaching work.
  • Imagem de Miniatura
    Item
    Cursos de licenciatura em educação especial e contextos emergentes
    (2018) DALLA CORTE, Marilene Gabriel; MELLO, Gabriela Barichello
    The text addressesHigher Education policies and emerging contexts in undergraduate courses in Special Education. It aims to understand the interrelationship of Higher Education policies with the emerging contexts in the Undergraduate-Full Special Education courses of the Federal University of Santa Maria. It portrays the context of a qualitative research, of the case study type, that counted on the construction of data with the online mixed questionnaire and the documentary analysis. The results point to the configuration and understanding of the emerging contexts in Higher Education and to the recognition of challenges and new ways of being, to be and to organize the institutions of higher education in which it is concluded that the emerging contexts influence the organizational dynamics of the institutions and their courses, as well as in the development of teaching work.
  • Imagem de Miniatura
    Item
    Descentralização do Estado, controle e participação social na educação no Brasil, Argentina e Colômbia
    (2019) TORMES, Diego Dartagnan da Silva; SARTURI, Rosane Carneiro; DALLA CORTE, Marilene Gabriel
    Approaches and distances in the process of decentralization of the State in Argentina, Brazil and Colombia were analyzed, focusing on the existence of legal control and social participation devices in these educational systems. The analysis uses comparative education concepts from Bray and Kai (2010) and Ferreira (2008), from Centeno (2015), Casassus (1990) and Di Gropello (1999) on decentralization in Latin America. Different levels of decentralization and different elements of control and social participation were found. In Brazil and Colombia, decentralization reached the management of schools and the pedagogical project. In Argentina, the process was less profound, taking place more rapidly in the 1990s, but also reaching schools.
  • Imagem de Miniatura
    Item
    Fases de submissão do processo de reconhecimento de cursos superiores: o caso do Instituto Federal Farroupilha
    (2018) RIGHES, Antônio Carlos Minussi; TREVISAN, Mônica de Souza; SARTURI, Rosane Carneiro; DALLA CORTE, Marilene Gabriel
    This article aims to problematize the processes of recognition of the Higher Courses of Technology in Public Management of the Federal Institute Farroupilha, considering the norms of the National System of Evaluation of Higher Education. A case-study investigation supported by a semi-structured interview (GIL, 2011) was carried out, subsidized by the theoretical basis of the authors: Barreyro and Rothen (2008), Ristoff (1997), specific legislation, among others. It was verified that the programs implemented by the Ministry of Education and Culture -MEC, at each favorable moment, had important and positive contributions according to the context of the time of its validity. It was verified, with respect to the questions about the process of course evaluation, that the system has as priority the transparency for the continuous improvement of the process and a need for a critical analysis of its results by the institution.