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This article considers the theme of gender and sexualities from the Municipal Education Plans of Vale do Mamanguape, located in the state of Paraíba. The plans listed as the object of study of this research are the Municipal Education Plans of the cities of Baía da Traição, Curral de Cima, Itapororoca, Jacaraú, Mamanguape, Marcação, Mataraca and Rio Tinto – cities that make up the Vale do Mamanguape. The plans are valid from 2015 to 2025. Our objective is to analyze how the plans have conveyed questions about gender and sexualities and enabled (or not) that this discussion enters the school walls., Este artículo considera el tema de género y sexualidades a partir de los Planes Municipales de Educación de Vale do Mamanguape, ubicado en el estado de Paraíba. Los planes enumerados como objeto de estudio de esta investigación son los Planes Municipales de Educación de las ciudades de Baía da Traição, Curral de Cima, Itapororoca, Jacaraú, Mamanguape, Marcação, Mataraca y Rio Tinto – ciudades que componen el Vale do Mamanguape. Los planes tienen una vigencia de 2015 a 2025. Nuestro objetivo es analizar cómo los planes han transportado preguntas sobre género y sexualidades y han permitido (o no) que esta discusión entre en las paredes de la escuela., Este artigo tece considerações sobre a temática de gêneros e sexualidades a partir dos Planos Municipais de Educação do Vale do Mamanguape, localizado no estado da Paraíba. Os planos elencados como objeto de estudo desta pesquisa são os Planos Municipais de Educação das cidades de Baía da Traição, Curral de Cima, Itapororoca, Jacaraú, Mamanguape, Marcação, Mataraca e Rio Tinto – cidades que compõem o Vale do Mamanguape. A vigência dos planos data entre 2015 e 2025. Nosso objetivo consiste em analisar como os planos têm veiculado as questões sobre gêneros e sexualidades e possibilitado (ou não) que essa discussão adentre os muros escolares.

El proceso de formulación y desarrollo de un plan de estudios en Turismo y Desarrollo Sostenible cumple con un proceso metodológico que incorpora desde las etapas iniciales con las indagaciones académicas propias de un modelo curricular que apunta a una renovada y pertinente oferta académica de posgrado. El diagnóstico se desarrolló desde una base variada de consulta bibliográfica de obras especializadas en sostenibildiad, turismo, sociedad, ambiente, cultura, historia, política económica y modelos de desarrollo, entre otros. El propósito es contar con visiones y aportes desde distintos actores, disciplinas y avanzar a la inter y transdisciplinariedad que genera resultados mejor ajustados a la realidad de la actividad turística relacionada a los impactos sociales, ambientales, económicos y culturales. La consulta de actores considera estratos de sectores vinculados de manera directa e indirecta, permanente y temporal al turismo. También se incorporan elementos de consulta y aportes en un horizonte ampliado, considerando como antecedente los distintos esfuerzos que se impulsan para aportar en el análisis y diseño de planes de estudio a nivel centroamericano. Uno de estos aportes se logra desde la creación de la Red de Investigación en Turismo, Sociedad y Ambiente de la Universidad Nacional en el año 2014- 2018 (UNA-REDTUR), desde el cual se retoman distintos aportes de investigación. De consulta primaria se utilizó la entrevista semiestructurada aplicada por correo electrónico y la entrevista de profundidad para casos de especialistas del sector académico, actores locales o internacionales que se contactan de manera personal. Se llevaron a cabo distintos momentos: la primera etapa de diseño y prueba permitió ajustar el instrumento para la posterior aplicación. Entre los estamentos de sectores consultados están: estudiantes egresados de pregrado y grados en turismo, profesionales graduados en turismo, funcionarios públicos y privados vinculados al turismo en distintos sectores, consultores en turismo y ambiente, sector empresarial, sector académico nacional e internacional. La visita a sitios de uso turístico también forma parte del estudio, tanto en visitas guiadas como en visitas auto dirigidas de observación participante y no participante. Los sitios son variados y van desde destinos centroamericanos tanto en costa Pacífico como en Caribe, y casos de islas del Caribe. La presentación de reportes de investigación y los lineamientos STOREM para el diseño de la maestría también ha estado presente en eventos académicos, y ha permitido conocer las opiniones y atender consultas de académicos y estudiantes de turismo a nivel internacional, tales como el Congreso Internacional de Turismo Rural (CITURDES 2018) celebrado en la UNA, Campus Nicoya entre el 15 al 18 de noviembre del 2018; IX 19 apuntes para la orientación de estudios de posgrado Congreso Mesoamericano Universitario de Estudios Turísticos (19-21 nov.2018); Fórum ABRATUR 2019 (mayo 2019) celebrado en Joinville, Brasil; Curso Internacional de Humedales con Enfoque de Cambio Climático (nov. 2019); Congreso Nacional de Decanos en Turismo (CONDET 2019) celebrado en Universidad Nacional de Misiones, Argentina. Una etapa previa que fortalece el diagnóstico es la presentación de proyecto STOREM ante instancias universitarias de la UNA, como parte de una consulta sobre los riesgos y oportunidades de impulsar una Maestría Académica en Turismo y Sustentabilidad. Entre las consultas y otros espacios de comunicación se menciona: exposición en plenaria del Consejo Universitario de la Universidad Nacional, Exposición en la Decanatura de la Sede Regional Chorotega, sesión de trabajo en el Consejo Central de Posgrados de la UNA, Diseño Curricular de la Vicerrectoría de Docencia, y otras instancias que se vinculan al diseño y puesta en marcha de la futura maestría. El proceso ha permitido validar la información recopilada durante el análisis y consulta regional para el diseño de una maestría académica en Turismo y Desarrollo Sustentable, en la Sede Regional Chorotega - UNA. El proceso se ha fortalecido con la participación de profesores visitantes internacionales, invitados por la UNA como pasantes en apoyo a las investigaciones y docencia en turismo. La formación profesional con posgrados de alta calidad como la Maestría Académica en Turismo y Desarrollo Sostenible (STOREM) es una muestra de la apuesta por programas de investigación, docencia y extensión de alto nivel de rigurosidad académica, capaz de aportar en los desafíos regionales en materia social, cultural y ecológica. Por lo tanto, se presenta este estudio en calidad de diagnóstico regional, con el fin de dimensionar la necesidad y el deber académico de aportar en los procesos de desarrollo turísticos, sea desde la formación académica de posgrados y grados, como también en materia de investigación y articulación regional y local con los distintos actores del territorio. Abstract: Professional training with high quality postgraduate programs such as the Academic Master's Degree in Tourism and Sustainable Development (STOREM) is an example of the commitment to research, teaching and extension programs with a high level of academic rigor, capable of contributing to regional challenges in social, cultural and ecological matters. Therefore, this study is presented as a regional diagnosis, in order to measure the need and the academic duty to contribute to the processes of tourism development, both from the academic training of postgraduate and undergraduate degrees, as well as in terms of research and regional and local articulation with the different actors of the territory. Proyecto: Sustainable Tourism, Optimal Resource and Environmental Management (STOREM), en el marco del Concurso del Programa ERASMUS+ de la Unión Europea Centro Mesoamericano de Desarrollo Sostenible del Trópico Seco (CEMEDE) Centro Mesoamericano de Desarrollo Sostenible CEMEDE Universidad Nacional, Sede Regional Chorotega

The article seeks to reflect on the Education Forum institution, its competences, limits and possibilities in the context of the class struggle that is established in the field of educational policies. Taking dialectical historical materialism as a reference, a recent process of disputes around the national education policy is contextualized, in which the National Education Plan, the National Education Forum and the Education Conferences gain centrality, as instances where the struggle takes place of class by different projects of education and society. In the analysis, the Municipal Education Forums of Tocantins are taken as concrete references, as elements of the centralization-decentralization process of educational public policies at the national, state and municipal levels. The final considerations point out that in the context of the COVID-19 Pandemic, the conservative and neoliberal agenda emerges with more force, revealing the interests of the economic power of financial institutions, allying the media with the market, imposing an ultra-conservative agenda and a political agenda in international plan, which represents new challenges for the progressive field, in the organization of a plan of struggles in defense of public education, which cannot dispense with effective social participation in shaping an agenda aimed at guaranteeing the right to education for all., RESUMEN. El artículo busca reflexionar sobre la institución Foro de Educación, sus competencias, límites y posibilidades en el contexto de la lucha de clases que se establece en el campo de las políticas educativas. Tomando como referencia el materialismo histórico dialéctico, se contextualiza un proceso reciente de disputas en torno a la política educativa nacional, en el que el Plan Nacional de Educación, el Foro Nacional de Educación y las Conferencias de Educación adquieren centralidad, como instancias donde se desarrolla la lucha. De clase por diferentes proyectos de educación y sociedad. En el análisis, los Foros Municipales de Educación de Tocantins se toman como referentes concretos, como elementos del proceso de centralización-descentralización de las políticas públicas educativas a nivel nacional, estatal y municipal. Las consideraciones finales señalan que en el contexto de la Pandemia COVID-19, la agenda conservadora y neoliberal emerge con más fuerza, revelando los intereses del poder económico de las instituciones financieras, aliando a los medios con el mercado, imponiendo una agenda ultraconservadora. y una agenda política en plan internacional, que representa nuevos desafíos para el campo progresista, en la organización de un plan de luchas en defensa de la educación pública, que no puede prescindir de una participación social efectiva en la conformación de una agenda orientada a garantizar el derecho a la educación para todos., O artigo busca refletir sobre a instituição Fórum de Educação, suas competências, limites e possibilidades no contexto da luta de classes que se estabelece no campo das políticas educacionais. Tomando como referência o materialismo histórico dialético contextualiza-se o processo recente de disputas em torno da política nacional de educação, em que o Plano Nacional de Educação, o Fórum Nacional de Educação e as Conferências de Educação ganham centralidade, enquanto instâncias onde se materializa a luta de classe por distintos projetos de educação e sociedade. Na análise, são tomados como referências concretas os Fóruns Municipais de Educação do Tocantins, enquanto elementos do processo centralização-descentralização das políticas públicas educacionais em âmbito nacional, estadual e municipal. As considerações finais apontam que no contexto da Pandemia da COVID-19, a agenda conservadora e neoliberal desponta com mais força, revelando os interesses do poder econômico das instituições financeiras, aliando a mídia com o mercado, impondo uma pauta ultraconservadora e uma agenda política em plano internacional, que representa novos desafios para o campo progressista, na organização de um plano de lutas em defesa da educação pública, que não pode dispensar a efetiva participação social na conformação de uma agenda orientada para garantir o direito à educação para todos. Palavras-chave: fóruns de educação, planos de educação, conferências de educação, luta de classes. Education Forums: resistance, limits and possibilities of action in the context of the COVID-19 Pandemic ABSTRACT. The article seeks to reflect on the Education Forum institution, its competences, limits and possibilities in the context of the class struggle that is established in the field of educational policies. Taking dialectical historical materialism as a reference, a recent process of disputes around the national education policy is contextualized, in which the National Education Plan, the National Education Forum and the Education Conferences gain centrality, as instances where the struggle takes place of class by different projects of education and society. In the analysis, the Municipal Education Forums of Tocantins are taken as concrete references, as elements of the centralization-decentralization process of educational public policies at the national, state and municipal levels. The final considerations point out that in the context of the COVID-19 Pandemic, the conservative and neoliberal agenda emerges with more force, revealing the interests of the economic power of financial institutions, allying the media with the market, imposing an ultra-conservative agenda and a political agenda in international plan, which represents new challenges for the progressive field, in the organization of a plan of struggles in defense of public education, which cannot dispense with effective social participation in shaping an agenda aimed at guaranteeing the right to education for all. Keywords: education forums, education plans, education conferences, class struggle. Foros de Educación: resistencias, límites y posibilidades de acción en el contexto de la Pandemia del COVID-19 RESUMEN. El artículo busca reflexionar sobre la institución Foro de Educación, sus competencias, límites y posibilidades en el contexto de la lucha de clases que se establece en el campo de las políticas educativas. Tomando como referencia el materialismo histórico dialéctico, se contextualiza un proceso reciente de disputas en torno a la política educativa nacional, en el que el Plan Nacional de Educación, el Foro Nacional de Educación y las Conferencias de Educación adquieren centralidad, como instancias donde se desarrolla la lucha. De clase por diferentes proyectos de educación y sociedad. En el análisis, los Foros Municipales de Educación de Tocantins se toman como referentes concretos, como elementos del proceso de centralización-descentralización de las políticas públicas educativas a nivel nacional, estatal y municipal. Las consideraciones finales señalan que en el contexto de la Pandemia COVID-19, la agenda conservadora y neoliberal emerge con más fuerza, revelando los intereses del poder económico de las instituciones financieras, aliando a los medios con el mercado, imponiendo una agenda ultraconservadora. y una agenda política en plan internacional, que representa nuevos desafíos para el campo progresista, en la organización de un plan de luchas en defensa de la educación pública, que no puede prescindir de una participación social efectiva en la conformación de una agenda orientada a garantizar el derecho a la educación para todos. Palabras clave: foros de educación, planes de educación, conferencias de educación, lucha de clases.

This article aims to address children's right to education and the structuring of public policies via education plans. The basis for the analysis is Brazil's Federal Constitution (BRASIL, 1988), which ensures quality education for early childhood. Notwithstanding the constitutional guarantee, this right has been neglected since the 1990s, a period in which state reform carried out under the auspices of neoliberalism imposed serious budget problems on education and opened the way to financial internationalisation. The National Education Plan (BRASIL, 2014), despite certain limitations, has sought to expand children's access to education. Its guidelines have served as a model to Tocantins state for drafting its own education plan. Le présent article a comme l'objectif discuter le droit de l'éducation pour la petite enfance et l'enchainement de politiques publiques vers à des plans d'enseignement. Pour cella, à partir de la Constitution Fédérale (BRÉSIL, 1988), qui a garanti l'enseignement de la petite enfance et avec qualité. Cependant, depuis les années 1990, il a eu une soustraction de ce droit. La réforme de l'État, dans l'idéal néolibéral, a apoorté des problèmes budgétaires sérieux pour l'enseignementet a ouvert le pays pour le processus de mondialisation financière. Avec le Plan national de l'Enseignement (BRÉSIL, 2014), la possibilité se fait avoir d'agrandir l'accès de la population d'enfant, bien qu'avec des limitations, même dans l'état de Tocantins, qui a structuré son propre Plan d'enseignement. O presente artigo tem como objetivo discutir o direito à educação infantil e o encadeamento de políticas públicas via planos de educação. Para tanto, parte-se da Constituição Federal (BRASIL, 1988), que garantiu a educação da pequena infância e com qualidade. Entretanto, desde os anos 1990, tem havido uma subtração desse direito. A reforma do Estado, no ideário neoliberal, trouxe graves problemas orçamentários para a educação e abriu o país para o processo de mundialização financeira. Com o Plano Nacional de Educação (BRASIL, 2014), tem-se a possibilidade de ampliar o acesso da população infantil, ainda que com limitações, até mesmo no estado do Tocantins, que estruturou o seu próprio Plano de Educação. &nbsp

A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado tem como foco a Meta 7 do Plano Municipal de Educação do município de Itamarati e seu alinhamento com o Plano Estadual de Educação do Amazonas. O objetivo deste trabalho é descrever e analisar as ações de planejamento para o desencadeamento das estratégias e analisar o alinhamento da Meta 7 entre os planos municipal de Itamarati e o Plano Estadual de Educação do Amazonas, em busca de melhoria na qualidade da educação, no primeiro segmento do ensino fundamental, além de propor ações que levem à melhoria do Ideb. O interesse por desenvolvê-lo se deve ao fato de o município, nos últimos anos, apresentar uma regressão na média do Ideb no 5º ano do ensino fundamental. Assumimos como hipótese que o Plano Municipal de Educação tenha sido elaborado de forma participativa e democrática. Como metodologia, utilizamos a pesquisa documental e entrevistas semiestruturadas com profissionais da educação, entre eles gestor, professores, técnicos da equipe de coordenação e um delegado que participou da conferência para aprovação do plano. Os problemas detectados na pesquisa foram, principalmente, a falta de formação para os profissionais da educação, dificuldades para análise e leitura dos indicadores educacionais, e ausência do instrumento de gestão democrática e participativa. Com isso, propomos um plano de ação que vise contribuir para com a elevação do Índice de Desenvolvimento da Educação Básica no município, visando às melhorias na qualidade da educação. This dissertation was developed on the Professional Master in Management and Evaluation of Public Education (PPGP) from the Center for Public Policies and Evaluation of Education from the Federal University of Juiz de Fora (CAEd / UFJF). The management case studied here focuses on the Mark 7 presented on the Municipal Education Plan from Itamarati city (in Brazil), and its alignment with the State Education Plan from Amazonas. The aim of this work is therefore to analyze the Mark 7 and its alignment with the State Education Plan, in order to improve the education quality in the elementary education first segment, and to propose actions which lead to the Ideb improvement. The interest in developing it is due to the fact that in the last years the city presented a regression in Ideb average on the 5th year of elementary school. We hypothesize that the Municipal Education Plan was elaborated in a participatory and democratic way. As a methodology, we used the documentary research and semi-structured interviews with education professionals, including managers, teachers, coordination team technicians and a delegate who participated in the conference to approve the plan. The problems detected in the research were mainly the lack of training for professionals in education, difficulties in analyzing and reading educational indicators, and lack of a democratic and participatory management tool. So, we propose an action plan that aims to contribute to the elevation of Ideb from the city, aiming at improvements on the education quality.

Over the past twenty years, self-access learning centers have faced challenges related to accessibility of materials and the fostering of autonomy. There has also been progress towards meeting those challenges, such as Brigham Young University’s web-based database for searching SAC materials and linking curriculum to SAC materials (McMurry, Tanner, & Anderson, 2010). Following that example and developing it further, the University of Delaware developed a system called the Individualized Education Plan (IEP) that includes but goes beyond a Course Objectives Database (COD) similar to that of Brigham Young University. The COD alone was rather ineffective, but when the COD was combined with website resources and learner surveys modeled on Gardner and Miller (1999), the IEP emerged. A step-by-step guide to creating IEPs for use in other self-access environments is provided along with model forms. Finally, the results of informal surveys suggest that autonomous and goal-oriented learning might have been fostered by the use of IEPs.

本研究は、学校給食から海洋県沖縄の食文化を伝える研究の一環として、県内小中学校の教育計画から「食育と海洋」との関連性を明らかにすることを試みた。その結果、海洋に関する指導内容は、様々な教科等で関連があった。最も関連があったのは、総合的な学習の時間で小学校16.5%、中学校8.4%であった。教科で関連があった社会科は、小学校9.2%、中学校3.3%であり総合的な学習の次に高かった。中でも栄養教諭等が作成する食に関する指導の全体計画では12.6%、栄養指導計画では13%であり総合的な学習の時間の次に高かかった。学校教育計画において「食育と海洋」の関連性は、他教科に比べて高いことが明らかになった。食育の中心となる給食は、年間200日程度の実施をしているので今後、給食を教材として活用した食育実践が期待できると考える。, This study focuses on the link between food education and the ocean from the aspects of education plans, primary and junior high schools, school lunch of Okinawa. The correlation and relevance are most apparently seen in the curriculums of comprehensive studies; 16.5% and 8.4% in primary and junior high schools, Okinawa, respectively. Among the subjects social study treats it in 9.2% in primary schools and 3.3% in junior high schools. In other ways it occupies 12.6% of the total plan of food education, 13% of nutrition teaching plan. In the school education plan the food education follows the comprehensive study which has the link. The school lunch plays the most important role of the food education in schools because it provides 200days in a year. That's why it is considered as authentic teaching material and students can learn the ocean ordinarily and practically in perfect time. In conclusion it is considered that the food education, especially school lunch can deepen the connection between the food education and the ocean., 紀要論文

Linha de pesquisa: Educa??o, Sujeitos, Sociedade, Hist?ria da Educa??o e Pol?ticas P?blicas Educacionais. Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-03T19:29:26Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) sergio_luiz_nascimento.pdf: 1366711 bytes, checksum: da75a7b1e0ff4195e2cc9d3c1ccf33f0 (MD5) Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-04T14:46:39Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) sergio_luiz_nascimento.pdf: 1366711 bytes, checksum: da75a7b1e0ff4195e2cc9d3c1ccf33f0 (MD5) Made available in DSpace on 2018-04-04T14:46:39Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) sergio_luiz_nascimento.pdf: 1366711 bytes, checksum: da75a7b1e0ff4195e2cc9d3c1ccf33f0 (MD5) Previous issue date: 2017 O presente trabalho tem por finalidade o estudo dos planos municipais de educa??o dos munic?pios localizados no territ?rio do Alto Jequitinhonha, sob a esfera administrativa da Superintend?ncia Regional de Ensino de Diamantina, Minas Gerais com vistas a responder se tais planos encontram-se alinhados ao Plano Nacional de Educa??o e vinculados a outros instrumentos de gest?o local, podendo ser entendidos como suporte ao planejamento das pol?ticas educacionais que se estabelecem no munic?pio. Para a consecu??o dos objetivos partiu-se de um referencial te?rico prioritariamente fundamentado nos estudos de Saviani; Cury e Chiavenato sobre as perspectivas hist?ricas, conceitual e estrat?gica. Quanto ? metodologia, no percurso da pesquisa documental foram analisadas a Constitui??o Federal de 1988, a LBDN 9394/96, a Lei 10.172/2001, o Plano Nacional de Educa??o vigente, as leis municipais instituidoras dos Planos de Educa??o do universo estudado e as fichas de Monitoramento e Avalia??o dos referidos planos. Foram constru?das categorias de an?lise que buscaram a averigua??o espec?fica do cumprimento de prazos legais, representa??o e participa??o na produ??o dos planos; sele??o e an?lise de metas e estrat?gias para constata??o da coer?ncia, planejamento e integra??o institucional na aplica??o das pol?ticas educacionais e a vincula??o das metas e estrat?gias a outros instrumentos de planejamento utilizados pela gest?o municipal nos documentos das cidades de Diamantina, Itamarandiba e Veredinha. Os resultados indicam que a maior parte dos Planos Municipais de Educa??o foi produzida em conformidade com os prazos legais e que, nos planos dos tr?s munic?pios selecionados para a pesquisa, as respostas ?s indaga??es decorrentes da an?lise indicam lacunas que podem ser adequadas a partir de um processo de monitoramento e avalia??o. Entretanto, tais adequa??es n?o impedem que os Planos possam ser considerados como instrumentos de planejamento e de suporte ?s pol?ticas educacionais aplicadas nos territ?rios dos munic?pios. Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. The purpose of this research is to study the municipal education plans of the counties located in Alto Jequitinhonha, according to the administrative sphere of the Regional Superintendence of Teaching of Diamantina, Minas Gerais. The study proposal seeks to answer if such plans are aligned with the National Plan Education and linked to other local management instruments, as they can be understood as support to the planning of educational policies that are established in the counties. In order to achieve the objectives, it developed a theoretical framework based mainly on the studies of Saviani; Cury and Chiavenato on how were the historical, conceptual and strategic perspectives?. For the methodology, it were analyzed the Federal Constitution of 1988, LBDN 9394/96, Law 10.172 / 2001, the National Education Plan in force, the municipal laws that instituted the Education Plans of this studied, and also the monitoring and assessment plans. Consequently, it were formulated categories of analysis to point out the specific investigation of compliance with legal deadlines, representation and participation in the production of the plans. In addition, there were examination related to the selection and analysis of goals and strategies to establish coherence, planning and institutional integration in the implementation of educational policies, as well as the linkage of objectives and strategies with other planning instruments used by the municipal administration in the cities of Diamantina, Itamarandiba and Veredinha. The results indicate that most of the Municipal Education Plans were in accordance with legal deadlines and that, in the plans of the three municipalities selected for the research, the answers to the questions arising from the analysis reveal gaps that may be appropriate from a process of monitoring and evaluation. However, such adjustments do not prevent the Plans from being considered as tools for planning and supporting the educational policies applied in the territories of the counties.

RESUMO: Este artigo explora uma falácia, chamada “ideologia de gênero”, que aflorou nas discussões sobre os atuais Planos de Educação. Revisita os principais marcos internacionais e nacionais surgidos desde 1948 relativos aos direitos humanos, à educação, à igualdade de gênero e à erradicação da discriminação e violência motivadas por gênero, orientação sexual e identidade de gênero. Examina argumentos de segmentos reacionários e/ou acríticos da sociedade contra a inclusão desses temas nos Planos. Conclui apontando para a necessidade do envolvimento de outros setores a fim de diminuir o enviesamento e contribuir para que a Educação brasileira incorpore a igualdade de gênero e o respeito à diversidade sexual. ABSTRACT: This article explores a fallacy, known as “gender ideology”, that came to the surface in the discussions about the current Education Plans. It revisits international and national frameworks arising since 1948 on human rights and education, gender equality and the eradication of discrimination and violence based on gender, sexual orientation and gender identity. Arguments made by reactionary and/or uncritical segments of society against the inclusion of these themes in the Education Plans are examined. The article concludes by pointing to the need for other sectors to become engaged in order to reduce bias and contribute towards Brazilian Education incorporating gender equality and respect for sexual diversity. RESUME: Cet article explore une erreur appelée ‘idéologie du genre’ qui a fait surface dans les discussions sur les plans d’éducation actuels. On revisite les principaux monuments nationaux et internationaux apparus depuis 1948 sur les droits de l’homme, l’éducation, l’égalité des sexes et l’élimination de la discrimination et la violence motivées par le sexe, l’orientation sexuelle et l’identité de genre. On examine des arguments de segments réactionnaires et / ou non critiques de la société contre l’inclusion de ces sujets dans les plans. Pour conclusion on souligne la nécessité de la participation d’autres secteurs afin de réduire les préjugés et contribuer à l’éducation brésilienne pour qu’elle intègre l’égalité des sexes et le respect de la diversité sexuelle.

V diplomskem delu obravnavamo magnetno polje Zemlje. K temu prispeva magnetno polje notranjega in zunanjega izvora. Magnetno polje notranjega izvora povzročajo vrtinčasti konvekcijski električni tokovi v tekočem zunanjem delu jedra Zemlje, ki se nahaja na globini med 2800 do 5000 km pod površjem. Ta del jedra je sestavljen iz tekočega železa, niklja in silicija z manjšimi primesmi žvepla in kisika. Magnetno polje notranjega izvora lahko opišemo kot polje magnetnega dipola. Magnetno polje zunanjega izvora povzročajo visoko energijski kozmični delci. Ti delci ionizirajo atome in molekule v zgornjih plasteh Zemljine atmosfere. Horizontalni tokovi ioniziranih delcev so izvor magnetnega polja zunanjega izvora. V diplomskem delu naredimo pregled observatorijev, ki opravljajo meritve gostote magnetnega polja Zemlje. Ob tem podrobneje predstavimo spletno stran Svetovnega podatkovnega centra za geomagnetizem iz Kyota. Predstavimo tudi edini observatorij za meritve gostote magnetnega polja v Sloveniji, to je Geomagnetni observatorij Sinji vrh nad Ajdovščino. V nadaljevanju opišemo magnetno polje Zemlje notranjega izvora. Vrtinčaste konvekcijske električne tokove v tekočem delu jedra Zemlje opišemo z magnetnim dipolom. Iz splošne rešitve Laplaceove enačbe izpeljemo izraz za magnetni potencial v okolici magnetnega dipola. Nato obravnavamo dva primera [1]. V prvem primeru predpostavimo, da os magnetnega dipola sovpada z rotacijsko osjo Zemlje in izračunamo velikost gostote magnetnega polja Zemlje. V drugem primeru velikost gostote magnetnega polja Zemlje izračunamo tako, da upoštevamo, da je os magnetnega dipola nagnjena glede na rotacijsko os Zemlje. V zadnjem delu diplomskega dela predstavimo možnosti uporabe teme diplomskega dela pri poučevanju v osnovni in srednji šoli. Predstavimo in opišemo didaktični pripomoček za prikaz magnetnega polja Zemlje, ki smo ga razvili in izdelali v okviru izdelave diplomske naloge. In this diploma work, we study the magnetic field of the Earth, known also as the geomagnetic field. The overall geomagnetic field consists of the geomagnetic fields of internal and external origin. The internal geomagnetic field originates from outer core of the Earth which is located between 2800 km and 5000 km below the Earth’s surface. This part of the core consists of liquid iron, nickel, and silicon along with a mixture of sulfur and oxygen. The rotation of the Earth around its rotational axis generates electric current loops in convection flows which are present in the Earth’s liquid outer core. These electric current loops are the source of the Earth’s internal geomagnetic field. The magnetic field of external origin is caused by highly energetic cosmic particles that ionize the atoms and molecules in the upper layers of the Earth's atmosphere. Horizontal currents of ionized particles are the source of Earth’s external magnetic field. In the diploma work, we examine the observatories that measure the density of Earth's magnetic field. Furthermore, we present the website of World Data Center for Geomagnetism in Kyoto in some details. We also present the only observatory that performs the measurements of the magnetic field density in Slovenia – the Sinji vrh Geomagnetic Observatory. We are focused on the study of the Earth's internal magnetic field. The electric current loops in convection flow in the liquid outer core are described as the magnetic dipole. From the general solution of Laplace's equation, the expression for magnetic potential in the surrounding of magnetic dipole is derived. Then, we analyze two different examples for which we calculate the components of Earth's magnetic field density and its inclination in Maribor. In the first example, we consider that the axis of the Earth’s magnetic dipole coincides with its rotational axis. In the second case, we take into account that the angle between both axes is about 100. In the last part of the diploma thesis, we present different possibilities of application of this subject at teaching in elementary and secondary schools. We present and describe the didactic accessory for displaying the Earth's magnetic field that we made during the writing of the diploma thesis.

Hälsa är ett begrepp som har avsaknad av en bestämd definition. Det finns flertalet erkända definitioner såsom WHO:s men det finns även de definitioner som skapats av den enskilda individen. De flesta definitioner som finns kring och om hälsa har sitt ursprung i den fysiska aktivitetens värld, än dock menar flera personer att om hälsa enbart skall ses som god utifrån den fysiska aktiviteten så blir begreppet hälsa inte särskilt innehållsrikt. Syftet med studien var att undersöka hur lärarna ser på begreppet hälsa. Enligt bakgrund och tidigare forskning så är hälsa ett personligt och svårdefinierat begrepp, vilket de sex lärare som intervjuades i denna kvalitativa studie bekräftade. Lärarnas kunskap om hälsa har inhämtats från tidigare idrottsliga erfarenheter och utbildning. Resultatet i denna studie visar att hälsoundervisningen stundtals blir personlig då lärarna utgår från sina tidigare idrottsliga erfarenheter när de talar och undervisar om hälsa. Resultatet har analyserats utifrån två hälsomodeller, kontinuummodellen samt den kliniska modellen. Resultatet som framkommer är att hälsa många gånger ses ur ett kontinuumperspektiv och sällan ur ett dikotomt perspektiv. Sammanfattat så handlar denna studie om hur lärarna ser på begreppet hälsa och hur de önskade att hälsoundervisningen skulle kunna se ut. Health defines a person’s general condition, both mind and body. Being healthy or have “good health” is something that people, on a daily basis, can read about in the newspaper or on the internet, but what is health or being healthy? Health is often taken for granted and is also often associated with training, but many claim that health is not only about being fit or train hard. There are different definitions of health; world health organization (WHO) has one that has been acknowledged for many years: “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”. This definition has been controversy because it says that a person only can have good health if the person is free from illness, injury or pain which can seems quite possible to achieve. WHO:s definition about health, is not the only one, there are many more definitions that has been created by dissimilar people. The aim with this study was to see how teachers look at health (and health studies) and where they got their knowledge about health. If you look at previous studies it says that health is a personal thing, each individual has their own opinion what health is, something that the teacher in this study agreed about. This is a qualitative study and sex teachers were interviewed. The result has been analyzed by two health models, the continuum model and the clinic model. The result showed that the teachers look at health from a continuum perspective and the teachers also said that their athletic background were the main reason for there value of health and how they look at health overall.

Students in lower-income countries often acquire limited literacy in school and often drop out illiterate. For those who stay, the problem is not detected until it is too late to intervene. Oral reading fluency tests given in the early grades can quickly and inexpensively assess student literacy. For this reason, one-minute reading studies have been popular. A search carried out in early 2010 showed that over 50 fluency studies have been conducted in various countries, and that norms have been established in the U.S., Mexico, and Chile. The studies often reported data in ways that were not easily comparable, and few had collected nationally representative data. However, the findings consistently showed very limited achievement. A multi-country study matching reading and instructional time data showed that the deficits are largely due to limited reading practice. The findings also suggest that few governments have taken action to improve reading outcomes on the basis of test scores. However, a number of pilot reading programs that emphasized phonics and practice were financed by donors and implemented by Non-Governmental Organizations (NGOs). These brought about substantial improvements within a few months. Their success suggests that it is eminently feasible to raise student outcomes significantly through evidence based reading methods. Overall, the oral reading fluency tests have shown good psychometric properties, although reading achievement typically shows much variability within classes and sampling procedures could improve. Cross-linguistic comparability is rough and approximate, but overall it is possible to monitor reading outcomes across time and countries.