ATAQUES ANTITRANS E A NECESSÁRIA SENSIBILIDADE TRANSFEMINISTA NA EDUCAÇÃO BRASILEIRA

The article is devoted to the study of psychological safety in education, which the Federal State Educational Standard of Preschool Education defines as one of the most important tasks: “protecting and strengthening the health of pupils through the integration of educational areas, creating conditions for a psychologically safe educational environment.” The article discusses in detail the issues of ways to ensure psychological security in preschool educational institutions, as well as state policy in this matter. The conception of the Russian citizen personality’s development and upbringing in the field of education was developed in accordance with the Constitution of the Russian Federation, the Federal Education Law, based on the annual messages of the President to the Federal Assembly of the Russian Federation. The conception is the methodological basis for the development and implementation of the General Education Federal State Educational Standard. Its purpose is education, socio-pedagogical support for the formation and development of a highly moral, responsible, creative, initiative, competent Russian citizen. Modernization of the education system in Russia is directly related to the introduction of new Federal State Educational Standards of the third generation, naturally brings up an issue of the factors and conditions which are necessary for the successful implementation of this goal. It is undoubted that the personality development, success of the educational process takes place in the conditions of psychological comfort and safety of the educational organization environment. The state policy in the field of preschool education is aimed at creating conditions for balanced and complete physical and mental preschool children’s development, preserving and strengthening children’s health. The object of the study is the subjective feeling of psychological comfort and safety which is necessary to preserve the «mental health and integrity of the individual», it is important for all participants in the educational environment. The subject of the study is the importance and aspects of psychological safety of the educational environment in ensuring the quality of the educational process in a preschool educational establishment. The used methods: analysis and generalization of scientific and methodological literature, pedagogical observation, content analysis, questionnaires, methods of mathematical statistics. The assessment of the kindergartens’ educational environment types has been carried out according to the methodology of V.A. Yasvin, who proposed to assess the quality of any educational establishment environment by modality, breadth, intensity, awareness, generality. The author has used the questionnaire «Psychological diagnostics of the educational environment safety» as the main diagnostic tools (methodology of I.A. Baev). Therefore, the article’s purpose is to create (support) a psychologically safe and comfortable educational environment of an educational establishment for the development of preschool education

The purpose of the article is to analyze the essence and main venues of the state strategy in the field of higher education of the Russian Federation. The relevance of the study is due to rapid changes in the educational environment, the need to adapt the education system to modern labor market requirements and global challenges. In the context of digitalization and international competition, the importance of higher education as a key factor in economic and social development is increasing. State policy in this area should take into account innovative approaches, ensure the availability of high quality education and support scientific research. Analysis of its essence and concepts contributes to the development of strategies aimed at improving the educational infrastructure and increasing the competitiveness of Russian universities in the global arena. The methodology of the research is based on a system approach. Analysis of regulatory legal acts, strategic documents and programs related to higher education allows us to identify the main directions and mechanisms of state policy. Methods of sociological research, such as surveys and interviews with experts in the field of education, help to deepen the understanding of current trends and problems. The authors pay special attention to the role of the state in the formation and development of the higher education system, as well as its influence on educational institutions and the student community as a whole. In the article, the authors rely on current research and data to present an overview of state policy in the field of higher education in the Russian Federation, highlighting the main trends, challenges and prospects for the development of this sector.

Introduction. Article 26 of the Universal Declaration of Human Rights enshrines the right of every person to education, on the realization of which the economic development and social well-being of States depend. Education influences the main indicators of the development of modern societies: economic growth, the level of demography, the health care system, the preservation of spiritual and moral traditions and values, etc. Corruption of the education system affects not only the quality of education, but also the level of legal awareness of citizens, forming an ideological vacuum in the assessment of educational values. Currently, the fight against corruption in the field of education is carried out by traditional administrative and legal methods of a general nature, and this gives its results. The purpose of the study is a comprehensive analysis of corruption as a socio-legal phenomenon in the Russian education system with the development of specific anti-corruption proposals and recommendations to improve the quality of education. Materials and methods. General scientific and special research methods are used to achieve the goal set in this article. The main method of cognition is the universal dialectical method, within which general logical techniques are used (analysis, synthesis, induction, deduction, comparison, analogy, abstraction). The system, structural-functional, statistical, concrete-sociological, comparative-legal methods, as well as the method of formal-logical interpretation are actively used. The study of the problem was carried out through a social experiment during which 520 people (60% of them men and 40% women) aged 18 to 35 years took part (58% of the respondents have higher education, 24% have secondary vocational education and 18% are students). Respondents were asked to answer practice-oriented questions on various aspects of corruption-oriented actions. The results of the study. The conducted research allows us to state that the educational system is subject to actions of a corrupt nature (20%), the level of corruption in the higher education system is significantly higher (36%) compared to other types of professional and general education, in private educational institutions (58%) the level of corruption is higher than in public, in connection with which it is necessary to develop a system of measures aimed at countering the negative factors associated with corruption manifestations. Scientific novelty. The results obtained allow us to substantiate the role of anti-corruption measures as one of the conditions for improving the quality of educational services and the formation of a competent image of educational institutions. Conclusion. The conducted research contributes to the creation of effective organizational and legal mechanisms for anti-corruption security in the field of education and increasing the competitiveness of educational services, including: improvement of legislation in the field of education; tougher penalties for bribery in the educational sphere; carrying out preventive measures aimed at preventing corruption in the educational environment; reorganization of the education management system; the implementation of a whole range of propaganda measures aimed at the formation of an anti-corruption worldview and legal awareness; overcoming legal nihilism in the sphere of Russian anti-corruption legislation. Keywords: educational environment, actions of a corrupt nature, the system of Russian legislation, anti-corruption

The claim of the recognition of individual and collective identities is in charge of the social and political debate. What have traditionally been struggles for material reasons, class interests now move to the cultural. In this way, a displacement of the material to the symbolic is produced. With this emphasis on the recognition of identities, regardless of many times, faced with each other, that is, gays, lesbians, transsexual people, and transgender suffer very different discrimination in the field of cultural in this work we intend to reflect on whether identities are really as malleable and so dependent on the will of individuals as it is intended, and if social equality can be achieved exclusively through cultural policies, as well as analyze whether the emphasis on the identity helps to achieve the objectives of the collective or if, on the contrary, it ends up being harmful to it.

O artigo reflete sobre o contexto histórico e teórico de formação da educação ambiental brasileira a partir da perspectiva do que se convencionou chamar de educação ambiental crítica. Partindo de um referencial teórico-conceitual da ecologia política, da teoria crítica e do pensamento complexo, problematiza as origens e os desdobramentos político-culturais, os argumentos e movimentos sociais que formataram essa tendência pedagógica de marcante presença na realidade educacional e ambiental brasileira. À luz desses referenciais, o artigo revisa e sistematiza a produção pertinente a esse novo campo de conhecimento e ação e, nesse sentido, dialoga, por meio desta produção, com os pesquisadores, educadores, agentes públicos e de organizações da sociedade civil que, nas décadas recentes, se envolveram com práticas e reflexões sobre a relação entre sociedade, educação e meio ambiente no Brasil. Investiga, para tanto, o debate, a diferenciação e as disputas internas ao campo da educação ambiental no Brasil, o processo de constituição do socioambientalismo que se coloca em contraposição a outra tendência conservacionista de educação ambiental e a construção de uma crítica a uma educação para o desenvolvimento sustentável, proposto pela UNESCO e demais setores interessados na conservação do status quo e numa sustentabilidade orientada pelas forças do mercado. Destaca, assim, em uma perspectiva histórica, as matrizes filosóficas, as posições político-pedagógicas e as forças sociais que inspiraram a emergência da educação ambiental crítica assim como as contribuições decisivas que esse processo legou ao avanço ético e político das relações entre a educação, a sociedade e o meio ambiente no Brasil.

Higher education in Ukraine, as one of the prerequisites for national security and competitiveness of the country, needs to be reformed, first of all in the context of improving the quality of educational services. Educational quality studies have confirmed that the educational system does not adequately address the needs of customers and those who receive education. In this regard, the purpose of the article is to study the theoretical aspects of the institutional provision of the quality management process of higher education. Methods of dialectical cognition, comparative analysis, content analysis and a comprehensive approach to the analysis of transformations in the field of higher education are used in this work. A prerequisite for ensuring the quality of higher education is the definition of the hypostasis of the relevant procedures, among which process, functional and evaluation are identified. It is established in the article that the institutional environment in the field of education is an ordered set of legally established norms and informal rules that determine the conditions for the functioning of institutions of higher education, structure the relationship between the subjects of the educational process and are formed within the educational system. The article deals with a wide network of organizations that form the institutional environment of the national higher education, which, according to the levels of government, are divided into international, national, regional and local. It is noted that state agencies for ensuring the quality of education have the largest share in the formation of the institutional environment of the educational sphere. This often leads to a conflict of interest of stakeholders, which can be solved by the introduction of the Institute of Independent Educational Auditors.

The article highlights meaningful value of the concept “educational environment” and the following terms related to it such as educational system, educational field, educative, teaching and educational, educational and developmental environment based on a thorough analysis of research background. The analysis of the specified category has been conducted in the context of life space of a pre-school education establishment. The attention is focused on the developmental orientation of educational environment in pre-school within the conditions of the content integration of pre-school education. The emphasis is placed on the symbiotic relationship and interdependence between educational environment in pre-school and a child’s personality and singularity. The author points out that the specific character of the educational environment like any other one means that it cannot be comprehensible without collation with the relevant agent transforming it and at the same time being transformed. The analysis of scientific sources gives grounds to state that such phrases have become stable as educative, educational, formative, lifelike, professional, educatory, health-maintaining, teaching and educational, natural, socio-cultural, social environment, educational system. The metaphysical interpretation of the environment is connected with the idea of a system: when we pick out a certain system for consideration, everything that does not belong to it becomes its external environment and those things that belong are its internal environment. Based on the available reasonable conclusions about the components of the environment we came to the conclusion about the structure complexity of the studied conception. Concurrently, it is summed up that the educational environment of a school is a fertile ground to ensure the harmony of human relations between an educator and a pupil, a beneficial area fro development of a child’s unique personality. Taking into account the analysis of different approaches and considerations of scholars the conclusion has been made that the educational environment of pre-school is a synthesis of conditions providing the qualitative development of personality, a source for formation of a system of values.

This article analyses the education policies applied in Brazil in the six-year period from 1995 through 2000. After noting the need to prepare citizens and the country to face the twenty-first century, it addresses the long-standing lag in Brazilian education and the general characteristics of the educational system of that country. It then describes the educational policy options adopted in the period in question, which were aimed primarily at the expanding the system while improving its quality, and analyses the special features of the programmes in the field of basic education (understood as the education given from the earliest stages up to the end of secondary education); compensatory programmes aimed at keeping students in school; special education; literacy training plans, and the education of young people and adults. Next, it looks at the training of teachers, secondary and techno-professional training, and higher education, as well as matters connected with the transparency of information on the educational system and the possibilities of evaluating the system, the financing of education, and the implementation of the corresponding constitutional rules. The article ends with an analysis of the challenges and prospects of education in Brazil, noting that the main challenge is the pursuit of increasingly high levels of quality at all levels of education: an objective which is intimately linked with the upgrading of teachers and the financing of the system.

Objective: One of the important vectors of the strategic development of the EAEU countries (Member States of the Eurasian Economic Union) is the construction of a digital economy and digital education - the formation of a common market for educational services with norms that level the competitiveness of countries in the field of education, aimed at improving the quality of human capital. It should be noted that education was not included in the service sectors for which the EAEU common market is being formed. Only in relation to the common labor market, the EAEU countries agreed on the mutual recognition of documents on education without going through the procedure for recognizing diplomas (with the exception of papers on education in pedagogical, legal, medical, and pharmaceutical profiles), as well as on the right to receive education by children from families working in the country (Articles 97 and 98 of the Treaty on the EAEU). But five years before the creation of the EAEU, on December 11, 2009, the EAEU countries signed an agreement on cooperation in the field of education, according to which the parties «carry out coordinated measures to consistently expand the EAEU aimed at creating a common educational space». Research in the field of concerted action of the member countries of the EAEU, as a rule, is located in the area of higher education, and we do not find research in the field of general education in the public domain. Theoretical framework: This study aims to identify the main directions of sustainable development in education in modern conditions. The choice of the topic is due to the importance of understanding the differences in the potential for digitalization of school education in the post-Soviet republics within the framework of the Eurasian Union and the hypothetical request of the Azerbaijani and Russian education systems to develop a resource matrix for the digital educational environment, as signaled by the roadmaps of the National Projects of Azerbaijan and the Russian Federation in the field of education and economy in general. Method: To compare the preparedness of schools in different countries for the digitalization of education for subsequent testing in the educational system of Azerbaijan, an analysis of the state of affairs was carried out according to the criteria: (1) material and technical equipment; (2) preparedness of teaching staff; (3) opportunities for the formation of a digital educational environment and an analysis of digital practices in the projects of schools in the EAEU member countries. The logic of the empirical part includes identifying the respondents' ideas about the possibilities of digitalizing school education in the EAEU countries. The result of the practical part will be the formed matrix of the «potential of school digitalization» in the context of the EAEU countries. Results: The effect of the global digitalization of general education, triggered by the pandemic (COVID 19), is the reason for the emergence of research interest in the problem in the EAEU countries and the comparison of approaches and processes that accompany the phenomenon of digitalization of education. Moreover, advanced practices in digitalizing education have been identified among these countries, which can become the basis for further sustainable development. Originality/value: The digitalization of education is a multifaceted phenomenon covering all human activity spheres. A phenomenon that needs to be comprehended, developed, and actively applied in practice is its consequences and advanced learning technologies to fit into the new, emerging digital world system. With a broad interpretation of the concept of «digitalization of education», it can be noted that the authors are unanimous that digitalization forms an educational environment that ensures the «delivery» of information to participants in the educational process using digital technologies and tools (software + multimedia equipment).

This article analyzes the relationship between oral history and education in Brazil. First, it addresses changes in theoretical and methodological approaches in some disciplinary fields, a move that increasingly questions production based mainly on quantitative research and favors a renewal of qualitative research. In this context, qualitative research incorporated discussions of life histories and the subjects’ narratives as methods of collecting data. At the same time that shifts in sociology and history drew both disciplines together in research that used the biographical approach and oral reports, qualitative research on educational issues was becoming stronger in the field of education. Questioning routine forms of research in these various fields ended up addressing common themes of interest to all of them. Such an approach allowed for the introduction and development of oral history in Brazil as an interdisciplinary field in which questions flowed from one discipline to another, in which sociologists, anthropologists, historians, and educators took part. Oral history is understood as a methodological approach to research in which the researcher commits to the object of study, approaching it based on the oral reports of the subjects involved along with other written, iconographic, and material sources in order to understand the different representations of the subjects. Oral history brought fundamental changes in education: subjects were incorporated into the production of knowledge about the history of education, social relations in the educational field, the way of looking at the formative processes of educators, discussions regarding curricula aimed at diverse social groups, group cultures, among other aspects; the educational field was no longer analyzed mainly from an educational, pedagogical-methodological approach, but one based on the centrality of the subjects and their demands. This change in perspective, no longer only on the part of the State or supporting institutions, provided a link between school and non-school education, as well as in the processes of participation of social groups. It also encouraged the incorporation of diverse data sources and their preservation. New research topics were also taken up, which has had a strong influence on the process of training historians and educators. Educational issues have been at the fore from the first incursions of oral history in Brazil and, precisely because of the exchange being built, new research paths are now being developed.

Changes or modernization of islamic education in Indonesia which related to the idea of islamic modernization affect the science dynamics on educational environments, including Pesantren. The idea of Islamic modernization finds its momentum since in the beginning of 20th century AD, on the educational field is realized with the establishment of modern educational institution. Boarding School (Pondok Pesantren) as an educational institution could not avoid modernization which penetrated and influenced all places and regions. A concrete manifestation of this modernization in the educational management at boarding school is including: management of formal education done in kindergarten (TK), Madrasah Ibtida’iyah (MI), Mdrasah Tsanawiyah (MTs), and Madrasah Aliyah (MA) and the management of education and teaching outside the formal school hours which is undertaken by the parenting teacher with some supporting factors. From the study it was found that the boarding school had successfully showed the strength of Islamic educational institution despite the implementation of modern learning pattern and system.Boarding school was still actively educating people with its role and function as an alternative instituion, that were: a commitment on Tafaqquh Fiddin, a whole time education (full day school), integrated education (integrative), a whole education (affective, cognitive, psychomotor), a free diversity, independent, and responsible, as well as a small society. Keywords: traditionalism, modernization, and boarding school.

The purpose of the study. The legislation of the Russian Federation describes education as a single purposeful process of education and training. At the same time, education rightly stands before learning, in the first place, at all levels of education. The importance of personal development in educational institutions of higher education is spelled out in various regulatory documents of the federal level. The legislator defines education as a systemic process that is one for understanding by teaching staff in the field of education; therefore, the active development of the educational environment has become one of the primary tasks for universities, regardless of their departmental affiliation. The effectiveness of modern education depends on the educational environment in which the holistic educational process is carried out. Moreover, according to the federal state educational standards of higher education, not professional, but universal competencies come to the fore, providing opportunities for flexible human strategies (education, profession, personal and social strategies) in a competitive environment that accelerates changes in the labor market. It is the environment that is the basis for the formation of universal competencies of students. However, in the practice of Russian educational institutions of higher education, the potential of the educational process is not included in the formation of universal graduate competencies. The purpose of the presented paper is to analyze the current state of the personal development environment of educational institutions of higher education as the basis for the formation of universal competencies of students.Materials and methods of research. The research was based on scientific and methodological literature that reveals the essence of the educational space in higher educational institutions, studies the issues of personal development in educational institutions of higher education and the components of the personal development environment in the formation of universal competencies of students. When studying these sources on the problem under consideration, methods of theoretical analysis and synthesis, their abstraction and concretization were used. The methodological basis of the research was complex and technological approaches as the most important components of the educational environment, systemic and environmental approaches as the basis of the educational function of the university in modeling the educational environment with the expectation of profiling training, as well as an activity approach associated with the activity nature of the formation of universal competencies of students.Results. As a result of the research, the historical aspect of the formation of the concept of “educational environment” has been studied and its formulation has been clarified, the differences between this concept and the concept of “nurturing environment” have been identified and the possibilities of the educational environment in the formation of universal competencies of students have been characterized.Conclusion. The theoretical analysis carried out and the conclusions of the study on the problem under consideration can be used in scientific and pedagogical activities when considering the issues of regulating the personal development process in educational institutions of higher education, thereby improving the quality of the holistic educational process. It is important to analyze the possibilities of the personal development environment of educational institutions of higher education in the practical formation of universal competencies of students.

In Brazil, mathematics education was associated with Jean Piaget's theory. Scholars in the field of education appropriated Piaget's work in different ways, but usually emphasized logical aspects of thought, which probably lead to an expansion of mathe- matics education influenced by psychology. This study attempts to extend the range of interlocutions and pose a dialogue between the field of mathematics education in Brazil and the sociology of science proposed by David Bloor. The main point of Bloor's theory is that logical-mathematical knowledge is far from being true and universal and is socially conditioned. In particular we will be discussing the first principle of the strong program, which deals with conditions that generate beliefs promoted by education policies in Brazil, such as the MEC/USAID treaties. In this case the ''naturalization of logic'' was stimulated by a widespread diffusion of both Piaget studies and the Modern Mathematics Movement.

The article discusses the formation of legislation on higher education in Russia. The sphere of education is the most important condition for the spiritual, professional formation and development of the individual, the social well-being of society, political and economic formation of the state. An analysis of the historical and legal experience of regulating public relations is a prerequisite for building modern legislation in the field of education. The relevance of the study of the Russian features of legislation on higher education of the XVII-XVIII centuries is that modern social relations in the field of education are not fully regulated. This is evidenced by a range of legal problems. Particular attention should be paid to the legislative regulation of certain powers of participants in public relations in the field of higher education, by-law legal regulation, as well as the implementation of certain legal norms of the Federal Law of 29.12.2012 № 273-FZ. The need to resolve these problems updates the relevance of theoretical problems. The answer to the above questions is an analysis of the historical foundations of Russian legislation on higher education. In the pre-revolutionary Russia, sufficient experience in managing higher education, as well as regulating relevant social relations was in place. The completeness of the study of the subject of public relations in the field of education in the historical context is closely related to the analysis of the activities of Russian universities. The article considers the reasons for the appearance of educational institutions in Russia. The first domestic educational institutions appeared at the end of the 18th century - at a historical moment when the expansion of Western European ideas for organizing university education reached the Russian state. Russia had an urgent need to train specialists in the field of public administration - officials, theologians - to strengthen the Orthodox faith, teachers - to educate and promote morality. The authorization of the first regulatory and legal sources in the field of higher education was associated with attempts to create the Slavic-Greek-Latin Academy in Moscow. The revival of the ideas of education in Russia objec'tively accelerated the process of creating domestic educational institutions. The further development of legislation on higher education is associated with the implementation of new ideas about the establishment of universities under Empress Elizabeth Petrovna and Catherine the Great . In the final part of the work, it is noted that in connection with the creation of the first educational institution in Russia, the first normative legal act regulating legal relations in the field of higher education is published - "Privilege for the Academy." During the XVII-XVIII centuries Russian legislation on higher education contained personal regulatory legal acts. They were strictly targeted and regulated the activities of the educational institution, its officials, teachers, students, as well as other participants in academic social relations.

The article focuses on elucidating the distinctive aspects of designing the environment within educational institutions. It identifies the typical characteristics of design found in domestic higher education institutions, encompassing architectural solutions and functional concepts, as well as principles governing the division of educational spaces and zones. The article also examines the influence of classroom design on academic performance effectiveness. Notable illustrations of contemporary design within the educational environment of Ukrainian higher education institutions are presented. Additionally, the article explores design and architectural solutions employed in educational institutions abroad. Furthermore, the article puts forth original approaches toward shaping a modern design framework for educational institutions' environments. This research aims to uncover the specific characteristics associated with the design of educational institution environments. The object of investigation is the educational institution itself, viewed as a subject for design and architectural solutions. Research methods. The research employed various methods including description, analysis and synthesis, comparison, generalization, and modeling. The article delves into the distinct features associated with the design of educational institution environments. It identifies the defining characteristics of design within Ukrainian higher education institutions, explores the rationale behind such design approaches, and examines the evolution of design in the modern era. The study establishes the key aspects related to the design of specific educational spaces such as study rooms, lecture halls, specialized discipline offices, and computer rooms within Ukrainian higher education institutions (hereinafter HEIs). Additionally, recreational areas are characterized as a unique type of educational space, providing students with an opportunity to rest during breaks and prepare for upcoming classes. The study presents an analysis of the merits and drawbacks of the design of educational environments in contemporary domestic higher education institutions. It discerns the distinctive attributes within each category and assesses their influence on students' academic performance. Moreover, the study emphasizes the emerging trends that should be pursued in the development of modern HEIs design. The article uncovers the distinctive characteristics of designing educational institutions both in Ukraine and abroad. It emphasizes the particulars of designing lecture halls, study rooms, specialized rooms, and laboratories. Building upon the obtained results, this research develops approaches and principles for shaping the design of educational institution environments in Ukraine.