Ministry Of Education And Culture Research Articles

Competências gerenciais no contexto internacional: possíveis contribuições de cursos superiores brasileiros de Administração

O objetivo deste estudo foi identificar e analisar as competências gerenciais contempladas em ementas de disciplinas dos cursos superiores de Administração que, direta ou indiretamente, contribuem para o desenvolvimento de competências relevantes ao gestor que pretende assumir designações internacionais. Selecionou-se uma amostra de 24 instituições de ensino superior (IES) a partir dos seguintes critérios: (1) resultados do Exame Nacional de Desempenho de Estudantes (ENADE) e avaliação realizada pelo Ministério da Educação e Cultura (MEC); e (2) cursos participantes do Projeto de Pesquisa Pró-Administração, ligados à Universidade Federal de Uberlândia (UFU). Para analisar as ementas dos cursos de Administração dessas IES, utilizou-se a técnica de análise de conteúdo clássica. A interpretação dos dados foi orientada por parâmetros que tiveram como base os resultados de levantamento junto a brasileiros que trabalham no exterior (SOUSA et al., 2010) e os estudos de Echeveste e outros, (1999) e McCall e Hollenbeck (2003). Foram avaliadas 1.324 ementas, tendo sido identificadas aderências às competências propostas em 622 (46,97% do corpus). Com maior frequência, foram encontradas: visão estratégica, capacidade de decisão, capacidade de correlação de fatos com importância para a empresa e capacidade para tratar com culturas diversas.

Intercultural dimensions in the (new) curriculum of Cyprus: the way forward

In 2010, the Ministry of Education and Culture (MEC) in Cyprus introduced a ‘new’ national curriculum for all public schools of the Cypriot republic. The overarching purpose of this study is to examine how the ongoing educational reform in Cyprus could set a different ideological framework, within which intercultural education may be developed and implemented. To this end, it provides a number of important insights into the intercultural dimension of the ‘new’ national curriculum by exploring the formal and the ideological levels of the curriculum. More specifically, it indicates the ways in which the ideological curriculum has been formed by the complex and often counteractive discourses of monoculturalism, multiculturalism and interculturalism due to the socio‐historical context of Cyprus. The conclusions of this study assert that further research should be conducted to examine the implications pertaining to teachers’ practice and student learning with regard to intercultural education.

Características e deficiências dos programas de pós-graduação em oftalmologia no Brasil segundo pós-graduandos participantes

PURPOSE: Analyze residents' perception on ophthalmology training in Brazil by classifying the quality of attendings' supervision.Also, identify areas that need better investment. METHODS: This was a descriptive and transversal study that analyzed residents' opinion about Brazilian institutions accredited by the Ministry of Education and Culture (MEC) or by the Brazilian Council of Ophthalmology (CBO) or by both.A multiple-choice survey was applied to 107 residents to evaluate attendings' (clinical, surgical and in the emergency room) supervision, and the need of improvement in different areas such as, curriculum, amount/quality of surgical procedures, wetlabs and infrastructure. RESULTS: Twenty-six residents (24.3%) were from institutions accredited by MEC, 25 (23.4%) by CBO, and 56 (52.3%) by both, MEC and CBO. Attendings' supervision quality was considered satisfactory during surgeries (86,0%), clinical examinations (87,0%) and in the emergency room (67.3%). Full-time supervision was present in these departments in 55.1%, 56.1%, and 36.4%, respectively.Wetlabs, resources, equipments, and physical facilities were pointed as areas that need investment in 75.7%, 63.6%, 74.8%, and 67.3%, respectively. CONCLUSION: This study showed no statistical relevance between the different institutions' accreditation and the variables analyzed. In general, direct supervision in Brazilian institutions is satisfactory, although many are not full-time. Residents suggested increasing the number of surgeries and wetlabs, and investing in the institutions' infrastructure.

How Cypriot primary school teachers promote their professional development through reflective practice

In this article I explore the concept of theories-in-use within a qualitative research study to analyse the role of reflection in bringing about change in practice in the professional development of 18 primary school teachers. Cyprus provides the context for the study. The restrictions on professional development in Cyprus, through the state-managed structure of career progression and the limited opportunities for teacher development within the formal controlling structure of the Ministry of Education and Culture (MOEC), provide an interesting opportunity to explore the potential of reflection as a self-help device. The findings of the study reveal the kinds of professional exchange in which the teachers engage and show how theories-in-use can both limit and promote the critical examination of practice. They also reveal how length of service impacts on the ability to change one's own practice. The article concludes with a discussion of implications for the findings for Cypriot teachers' professional development.

Why Don't Teachers Adopt Technology?

Public education is compulsory in Cyprus and is under the auspices of the country's Ministry of Education and Culture (MOEC). The majority of re-service teacher education is provided by local universities, while in-service public school teacher training is provided by the Cyprus Pedagogical Institute and other public and private agencies. This article contains information from a survey in which teacher in Cyprus gave reasons for not adopting technology.

The relationship between mathematics anxiety and mathematical problem solving skills among primary school students

In this study students studying in 9 different primary schools that are joint to the Ministry of Education and Culture (MEC) in North Cyprus were taken into hand to study the relationship between “mathematics anxiety” and “mathematical problem solving skills”. The study group consists of 134 students studying in 9 different primary schools in the Turkish Republic of North Cyprus (TRNC) between 2009-2010 academic year. In this study, two different data collective measuring scales were administered. The fisrt measuring scale was used to measure the “mathematical problem solving skills” which was formed of two sections. The first section consisted of 9 questions for demographic information and the other section consisted of 28 statements in a form of a 4-point likert scale to measure the problem solving skills. In order to collect data for the student mathematics anxiety 45 statements in a form of a 4-point likert scale was only used. As a result of the study, there is a minor significant difference (r=0.28; p=0.01) between the relationship of students anxiety and problem solving skills.

Teacher opinions in the implementation of the drama method in mathematics teaching

This study was administered to classroom teachers working in North Cyprus state schools where the use of drama activities have been stated and different variables towards including the drama method in their classroom such as how many years they have worked, gender, and the study groups they work with have been analyzed. On the contrary of this study, a questionnaire developed by Taş (2008) was used. The questionnaire was used in 2009-2010 academic year in 28 primary schools joint to the Ministry of Education and Culture (MEC) to 376 teachers in North Cyprus. Looking at the findings of this study, only 39.6% of teachers implement the drama method in their teaching and 60.4% do not implement the drama method in their teaching. According to the results of the study, as teachers years of teaching increases the percentage of the drama method usage decreases. As the age group increases of the study group teachers teach, the usage of drama method decreases.

Attitudes of primary school 2nd and 3rd grade students towards mathematics course

This study has been aimed at 230 students that have participated from 12 different primary schools that are part of the Ministry of Education and Culture (MEC) in accordance to their attitudes towards mathematics course. The work group is part of 2009-2010 academic year from 12 different primary schools of the North Cyprus. In this study in order to establish attitudes of primary education 2nd and 3rd grade students towards mathematics courses, “Emotional Facial Expressions” were used, due to the their age level. A questionnaire form was developed by the researchers in 2009 from a questionnaire developed by Trehearne (2003) was used to measure the students’ attitudes towards reading-writing through the help of emotional facial expressions and different mathematic attitude scales developed also used by other researchers.The questionnaire form consists of 10 questions. The students’ were required to answer the questions by colouring the given facial expressions stated as; very happy, happy, neutral, and sad. As a result of the study, students’ expressed positive attitudes towards mathematic courses.

Pesquisa sobre as Condições de Saúde Bucal da População Brasileira (SB Brasil 2003): seus dados não produzem estimativas populacionais, mas há possibilidade de correção

The Brazilian Oral Health Survey (SB Brazil 2003) was the most comprehensive study on oral health conditions ever conducted in Brazil. Probabilistic sampling methods were applied in order for the collected data to represent the population age groups selected in the 5 regions of the country. However, this was not possible because the sampling process was never concluded, which would require estimation of the sample weights and identification of the sample's other structural variables (selection strata and primary sampling units). This paper describes the SB Brazil 2003 sample design, formulates the inclusion probabilities in the multiple selection stages, and proposes strategies for estimating the sample weights. The strategy to define the sample weights and identify the sample's structural variables hinges on retrieving data that should have been recorded in the reports produced during the survey, and in their absence, in information available from the Brazilian Institute of Geography and Statistics (IBGE) and Ministry of Education and Culture (MEC), as valid proxies.

Pragmatism and Developmentalism in Brazilian Educational Thought in the 1950s/1960

This article proposes to analyse some aspects of the appropriation of New School thinking in Brazil, particularly Deweyan pragmatism, in the 1950s and 1960s. The analysis is based on the assumption that the developmentalist ideology that punctuated the debate on the economic, political and social restructuring of the country in these two decades constituted fertile ground for the return and expansion of pragmatist thinking amongst Brazilian educators, articulating itself, sometimes in contradictory ways, with this ideology. The focus of the analysis will be on the writings of the group of educators which circulated around the figure of Anisio Teixeira, at the time director of the National Institute for Pedagogic Studies (INEP), an organ linked to the Ministry of Education and Culture (MEC), which set itself the task of producing research that would support public policy in the field of education, as well as constituting itself as a center for teacher education and the stimulus and development of innovative experiences in the public school system. The appropriation of Deweyan pragmatism, in this context, had a triple perspective: pragmatism as scientific method, implying a specific conception of science, particularly the social sciences, with emphasis on the application of scientific knowledge in the solution of practical problems; as a way of democratic life; and as a synonym for experimentalism, in the sphere of schooling.

A República em tempos de reforma universitária: o desafio do Governo Lula

O artigo propõe-se a analisar a legislação sobre educação superior ao longo da Republica no Brasil, com ênfase em dois períodos-chave: durante o Governo Provisório de Vargas (1931), que instituiu as regras para o desenvolvimento das instituições universitárias publicas e privadas e viabilizou o atual sistema de instituições públicas federais (IFES), e durante o regime militar (1968), que reorganizou o sistema universitário, implantou a pós-graduação e suas formas de financiamento público. O texto toma como referência o conceito de reforma universitária enraizado na tradição de Córdoba (1918), nas mobilizações universitárias no Brasil (1960-1963) e analisa o novo contexto da reforma em curso, destacando que é realizada pela primeira vez num regime democrático, com uma metodologia de elaboração buscando envolver a comunidade universitária, suas entidades representativas e os setores da sociedade civil organizada. Analisa os desafios a serem enfrentados pela proposta governamental em curso por meio da discussão da literatura pertinente produzida por especialistas latino-americanos e adverte sobre as estratégias adotadas pelos organismos internacionais, especialmente o Banco Mundial. Finalmente, aponta como condição para a viabilidade da proposta do MEC o encaminhamento de questões criticas por meio de uma nova Lei Orgânica da Educação Superior: a efetiva implementação da autonomia universitária prevista na Constituição de 1988, a ampliação do financiamento publico objetivando recuperar e expandir as instituições públicas federais e a implantação de um sistema mais completo de avaliação que busque qualificar academicamente a educação superior brasileira em seu conjunto.

O orçamento dos CEFETs e das ETFs: praticando a política do cobertor curto

Analisa-se aqui a política de orçamento do Ministério de Educação e Cultura (MEC) voltada para os Centros Federais de Educação Tecnológica (Cefets) e para as Escolas Técnicas Federais (ETFs), no contexto da reforma da educação profissional regulamentada pelo decreto 2.208/ 97. Tomamos por base os Balanços Gerais da União para mostrar a forma pela qual o MEC, durante os dois mandatos de Fernando Henrique Cardoso (1995-1999 e 1999-2003), vem reduzindo gradativamente suas despesas de custeio. Essa redução se verifica a partir da política de ajuste macroeconômico, o qual impõe severas restrições aos gastos públicos, inclusive na área social. Tais restrições se efetivaram no contexto em que o MEC passou a exercer sua ação supletiva, com o objetivo de priorizar a universalização do ensino fundamental, principal bandeira do Governo Fernando Henrique Cardoso para a educação. Com o objetivo de cumprir essa prioridade educacional, a União, através do MEC, transferiu parcelas significativas do seu orçamento a estados e municípios. A adoção dos ajustes macroeconômicos e a transferência de recursos afetaram drasticamente o orçamento dos Cefets e das ETFs, o que se explicita através da diminuição sistemática das suas despesas correntes.