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Copyright of Revista de Direito Internacional is the property of Revista de Direito Internacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this article is to understand how mathematics education acts as an instrument of empowerment or disempowerment of students and teachers, how it connects with empowerment and how empowerment is discussed in the educational sphere. To this end, we carried out an exploratory study based on the mapping of scientific productions developed in different countries in America, Europe, Africa, Asia, and Oceania. A total of 64 works were analyzed, including articles, master's dissertations, and doctoral theses from the National Bank of Theses of the Coordination for the Improvement of Higher Education Personnel (CAPES), from the Scientific Library Electronic Online (SciELO) and from Google Scholar, in the period of 1996 to 2020. These works were categorized according to the target audience or research focus. Based on this organization, we identified the levels of education in which empowerment is more often discussed, which allowed us to foster reflections on the need to conduct research on this topic at less discussed levels. For interpretive analysis, presentation of results and survey of discussions on the topic in the educational field, ten works were selected. The results showed that mathematics education can act as an instrument of empowerment by recognizing that the mathematical doing must address social and political issues through a liberating education and that it can act as an instrument of disempowerment by nullifying or minimizing the creative power of students and teachers, encouraging their naivety at the expense of their criticality and satisfying the interests of dominant groups. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Educação e Pesquisa em Contabilidade is the property of Revista de Educacao e Pesquisa em Contabilidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During high school, students can face the first choices related to their professional future. The study investigated the extent to which gender, social skills and future expectations predict professional choice self-efficacy of high school students. A total of 436 students (M = 16,23, SD = 1,09) from both sexes from public and private schools in the State of Rio de Janeiro participated. The instruments used were: Professional Choice Self-efficacy Scale; Future Expectations Scale; Social Skills Inventory for Adolescents; Socioeconomic Status Questionnaire. Social skills of social resourcefulness and affective approach, expectations of the future in relation to work and education, and the female sex explained 26% of the variability of professional choice self-efficacy of students. The research data may contribute to the planning of future intervention programs with students, their families and teachers. [ABSTRACT FROM AUTHOR]

This study aimed to investigate motor performance and sense of self-efficacy of primary schools, a public school in the city of São José/SC. The participants were 338 children, aged between 7 and 10 years. To collect the data we used the Movement Assessment Battery for Children's (MABC) and Assessment and Roadmap for the Sense of Self-Efficacy (Rasae). For data analysis, we used descriptive and inferential statistics. The classification performance of the engine, it was found that the percentage of motor problems defined than the rate indicated by the literature. Regarding self-efficacy can be said that in this study, the better the performance engine, the better the sense of self-efficacy. [ABSTRACT FROM AUTHOR]

Integration and Self-efficacy in Higher Education are important concepts for students' success in tertiary education. This research aimed at identifying the relationship between these two concepts during the first year was realized in two distinct opportunities. The participants were 189 freshmen Bachelor degree candidates in Portuguese, Mathematics, Information Technology and Bussiness Administration of a private higher education institution. Through the Scale Higher Education Self-efficacy and the Academic Experience Questionnaire, it was verified significant and positive correlation between these concepts in both opportunities. However, the strong correlation (ρ = 0.706; p = 0.0001) at the first phase changed to moderate correlation (ρ = 0,674; p = 0.002) in the second phase. The results contributes to broaden the knowledge about these concepts and supports the development of institutional actions. [ABSTRACT FROM AUTHOR]