Culture, Subjectivity, and Formative Policies

   CONTENTS  

Foreword

Research Structures

Energy, Environment, and Biodiversity

Humanities and Ethics

Culture and Education

Society and Development

Information and Communication Technology

Biology and Health

Research Structures and Researchers

About

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New perspectives on education

One of the major challenges posed to contemporary education is to qualify formative policies in regard to both teachers and students. The Culture, Subjectivity, and Formative Policies Study and Research Group was created to promote a critical debate on educational reality and to qualify professionals for scientific research on education.

Located at the interface between the fields of Education, Psychology, Social Work, and Social Science, the group, chaired by Professor Marcos Villela Pereira, focuses on problems related to academic knowledge, new technologies, and public policies, particularly within the Latin American context.

The activities include a bi-national cooperation involving academic exchange with the National University of La Plata (Argentina). Chaired by PUCRS, this cooperation involves the following Brazilian higher education institutions: Unilasalle, IPA, UFPel, FURG, Feevale University, UCS, and UFRGS ; the Porto Alegre (RS) Secretary of Education is also involved. One of the projects developed within this context is devoted to a comparative analysis of the teachers involved in youth and adult education (YAE) in Brazil and Argentina. The evidence collected thus far emphasizes different goals in this regard. The Brazilian government promotes YAE as a wide-scope public policy aiming at the social inclusion of citizens, whereas the Argentinians emphasize the eradication of illiteracy and learning to read and write.

The group also participates in an Articulated Plan for Culture and Education project. Even in its initial stage, this activity, which is being promoted by the Ministry of Culture, seeks to overcome the social perception that education is limited to the school setting. Instead, its aim is to present education as an intersectoral practice comprising several social instances and manifested through various educational processes. This research action project unites teachers, students, public managers, community leaders, artists, and other participants from five state capitals that represent Brazilian cultural diversity: Porto Alegre, Recife (PE), Campo Grande (MS), Porto Velho (RO), and Rio de Janeiro (RJ).