RESUMO Os chamados valores humanos são capazes de explicar as motivações dos indivíduos. Esses valores são configurados a partir de representações sociais que são transmitidas entre gerações e nas quais a formação acadêmica tem papel de destaque. Este artigo analisa os valores que os jovens atribuem àqueles que consideram as figuras históricas mais proeminentes, com base em uma pesquisa validada e entrevista realizada com estudantes de 16 a 18 anos na cidade de Múrcia (Espanha). Os dados obtidos foram analisados, a partir de um design quantitativo não experimental e com o programa estatístico IBM SPSS, com o objetivo de identificar tanto os personagens selecionados quanto os valores predominantes que estão associados a eles com base nas concepções de valores motivacionais de Schwartz. Os resultados aproximam-nos de uma visão estereotipada da história em que predominam as narrativas tradicionais e exemplares protagonizadas por personagens masculinas, ligadas a uma tipologia político-militar associada à meritocracia. Portanto, o agenciamento histórico é comprometido por esses traços que distanciam os indivíduos de uma cidadania responsável e democrática. destaque proeminentes 1 Espanha. Espanha . (Espanha) analisados SPSS Schwartz aproximamnos aproximam nos masculinas políticomilitar político militar meritocracia Portanto democrática (Espanha

ABSTRACT The human values, since these are capable of explaining the motivations of individuals. These values are shaped by social representations that are transmitted between generations and in which academic training, especially the teaching of history, plays an important role. This paper analyses the values that young people attribute to what they consider to be the most outstanding historical figures, based on a validated survey and interview carried out with 16-18 year-old students in the city of Murcia. The data obtained were analysed using a non-experimental quantitative design and the IBM SPSS statistical software, with the aim of identifying both the selected characters and the predominant values associated with them based on Schwartz’s conceptions of motivational values. The results bring us closer to a stereotypical view of history in which traditional and exemplary narratives dominated by male characters, ascribed to a political-military typology associated with meritocracy, predominate. Historical agency is therefore compromised by these traits that distance individuals from responsible and democratic citizenship. training role figures 1618 16 18 16-1 yearold year old Murcia nonexperimental non experimental software Schwartzs Schwartz s politicalmilitary political military meritocracy predominate citizenship 161 1 16-

RESUMEN Los llamados valores humanos son capaces de explicar las motivaciones de los individuos. Estos valores se configuran a partir de representaciones sociales que se transmiten entre generaciones y en las que la formación académica tiene un papel destacado. En este trabajo se realiza un análisis de los valores que los jóvenes atribuyen a los que consideran los personajes históricos más destacados, a partir de una encuesta validada y de entrevistas realizadas a estudiantes de 16-18 años en la ciudad de Murcia (España). Los datos obtenidos se han analizado, desde un diseño cuantitativo no experimental y con el programa estadístico IBM SPSS, con el propósito de identificar tanto los personajes seleccionados como los valores predominantes que se asocian a ellos a partir de las concepciones de los valores motivacionales de Schwartz. Los resultados nos aproximan a una visión estereotipada de la historia en la que predominan las narrativas tradicionales y ejemplarizantes protagonizadas por personajes masculinos, adscritos a una tipología político–militar asociados a la meritocracia. Por tanto, la agencia histórica se ve comprometida por estos rasgos que distancian a los individuos de una ciudadanía responsable y democrática. destacado destacados 1618 16 18 16-1 España. España . (España) analizado SPSS Schwartz masculinos políticomilitar político militar meritocracia democrática 161 1 16- (España

Biblically and historically, Christianity is meant to enlighten people, transform lives, and develop responsible and effective leaders and followers who influence life-building change across generations and borders. Somehow, even while churches mushroom everywhere, selfishness, irresponsible citizenship, moral decadence, systematic corruption, and related travails proliferate and are sinking Zimbabwe into monumental political, economic and social crises. Meanwhile, the holistic mission of the Church has been narrowed down to proclamation, while demonstration of the gospel has lost attention, and the integral mission has become socialised and secularised. As a result, Christian principles of leadership and followership, such as stewardship, servanthood, responsible citizenship and all-encompassing service delivery, have become correspondingly elusive. The ruling government of Zimbabwe has been militantly silencing dissenting voices and the nation has a dire need for a prophetic voice to speak about reformation. Meanwhile the Church is sheepish, divided, erratic, somewhat inaudible and this submission addresses that gap. Some Church members appear helpless and hopeless, while countless others are migrating to cool off in neighbouring countries, to seek greener pastures, political and socio-economic relief. Thus, many Zimbabweans - those who are scattered and those still in Zimbabwe - are in critical need of a great revival. By reflecting on the rebuilding of Jerusalem's broken walls by Nehemiah, and employing an in-depth analysis of available transformational leadership and Christian literature, this article calls for an inclusive, spiritual, strategic and integrally missionary revival, to achieve a revolutionary transformation of leadership, followership, and nation building. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: This article interfaces ecclesiology and transformational leadership with politics for inclusive transformation.

PURPOSE: This study provides an outline of a meta-theory of ubuntu to illuminate how responsible leadership might be understood and enacted in African settings DESIGN/METHODOLOGY/APPROACH: This study presents an initial theory on ubuntu and appeals to realist philosophical principles to provide an approach to understand the structures that make ubuntu possible. The study tests and refines that initial theory using evidence about reconciliation in Africa where ubuntu has been revealed. It then discusses the key concepts of responsible leadership using ubuntu as a lens FINDINGS/RESULTS: Ubuntu is an important basis for responsible leadership in many African communities. It can manifest, to varying extents, when individuals engage with their environments and are exposed to an apology. Apology reveals the rights, privileges, obligations and responsibilities of individuals. It provides an environment for transformative conversations that improve understanding and promote harmony PRACTICAL IMPLICATIONS: Theories of responsible leadership based on ubuntu will prioritise engagement with African cultures and issues in a holistic manner. Leaders who activate ubuntu will be less interested in stakeholder management and more in citizenship. This approach decentres organisations and foregrounds humanity ORIGINALITY/VALUE: This study contributes to the theory of ubuntu and proposes that it can support the conceptualisation and implementation of responsible leadership in African settings. It clarifies the nature of responsibility and indicates to whom that responsibility is owed. It helps bridge African and Western ideas to reverse the marginalisation of African systems of thought by positioning ubuntu as an important socio-philosophical idea

PURPOSE: As accountants are often business leaders, it is crucial that accounting students are equipped to become responsible leaders. Thus, accounting students should be taught to value citizenship, for example, through exposure to social innovation as an expression of personal citizenship. The research aim of this study was to determine whether students perceived a social innovation workshop with subsequent reflection as effective in developing citizenship as a responsible leadership value during the accounting curriculum DESIGN/METHODOLOGY/APPROACH: Students who attended a social innovation workshop and carried out a subsequent reflection on citizenship were asked to complete a purposively designed online questionnaire, which gathered their perceptions on the workshop, social innovation and personal citizenship FINDINGS/RESULTS: Students perceived a workshop on social innovation with subsequent reflection as helpful in developing citizenship as a value. Students suggested that citizenship should be incorporated into the technical curriculum and that opportunities for service learning should be provided PRACTICAL IMPLICATIONS: Higher education institutions may draw on the findings in developing their citizenship curriculums amid the challenges of large class sizes and budget constraints. It is suggested that students enrolled in accounting programmes be provided with specific guidance to develop their reflective abilities ORIGINALITY/VALUE: As student voice on responsible leadership and citizenship values in management education was mostly absent from literature (especially in emerging economies), this study obtained the perceptions of South African accounting students on this matter. Moreover, the study identified knowledge regarding social innovation as possible activator for developing students' personal citizenship and enabling responsible leadership

ABSTRACT The State must be in charge of preparing its citizens for the behavior that they must have in their social relations. In the Cuban 19th century, civility became one of the concerns of José Martí, who highlighted the importance of training young people capable of maintaining a consistent conduct in this regard. This study identifies Martí's criteria on education for citizen action during his years in Mexico (1875-1876). Methods such as historical-logical, inductive-deductive, analytical-synthetic and documentary analysis were used, which allowed obtaining information on the historical context of the investigation, as well as the events related to the life and work of the Apostle. The importance of education in values from the family environment, the role of the school and the government in the preparation of young people in the responsible exercise of constitutional freedoms and rights, plus the role of the press as educational mechanism for civil society in terms of public affairs. These elements would contribute to conform a citizenship that, from its actions, would be the basis of the political and economic transformations necessary for the creation of a new independent nation.

RESUMEN El Estado debe encargarse de preparar a sus ciudadanos para el comportamiento que deben tener en sus relaciones sociales. En el siglo XIX cubano, el civismo se convierte en una de las preocupaciones de José Martí, quien resaltó la importancia de formar jóvenes capaces de mantener una conducta consecuente al respecto. En este estudio se identifican los criterios de Martí sobre la educación para la actuación ciudadana durante sus años vividos en México (1875-1876). Se utilizaron métodos como el histórico-lógico, inductivo-deductivo, analítico-sintético y análisis documental, los que permitieron obtener información sobre el contexto histórico de la investigación, así como los sucesos relacionados con la vida y obra del Apóstol. Se tuvo en cuenta la importancia de la educación en valores desde el ambiente familiar, el papel de la escuela y el gobierno en la preparación de los jóvenes en el ejercicio responsable de las libertades y derechos constitucionales, así como el papel de la prensa en su función de mecanismo educativo para la sociedad civil en cuanto a los asuntos públicos. Estos elementos contribuirían a conformar una ciudadanía que desde su actuar fuera la base de las transformaciones políticas y económicas necesarias para la creación de una nueva nación independiente.

Resumo Apresentam-se resultados do Projeto Nós Propomos! que aposta na organização do currículo de Geografia a partir da identificação de problemas locais pelos estudantes das escolas envolvidas. Desde 2011 este Projeto tem sido implementado pelo Instituto de Geografia e Ordenamento Territorial da Universidade de Lisboa/IGOT-ULisboa, mobilizando escolas de todo o país, no quadro da disciplina de Geografia, tendo em vista um efetivo compromisso com a comunidade. A partir de 2014, o projeto ganhou fôlego internacional no espaço ibero-americano e já para além do mesmo. Tem como proposta metodológica desafiar os estudantes a identificarem problemas locais relevantes, desenvolver trabalho de campo sobre os mesmos e apontar possíveis soluções. Centram-se nas aprendizagens dos próprios alunos. Espera-se que os estudantes desenvolvam a cidadania territorial, entendida como participação responsável nas tomadas de decisões sobre os problemas da localidade de base espacial.

Abstract The results of the We Propose! Project are presented, which focuses on the organization of the geography curriculum based on the identification of local problems by the students of the schools involved. Since 2011, this project has been implemented by the Institute of Geography and Spatial Planning of the University of Lisbon/IGOT-ULisboa, mobilizing schools from all over the country, in the framework of the discipline of Geography, with a view to have an effective commitment to the community. Since 2014, the project has gained international momentum in Ibero-America and beyond. Its methodological proposal is to challenge students to identify relevant local problems, develop field work on them, and point out possible solutions. The learning will be centered on the students themselves. It is expected that the students develop territorial citizenship, understood as responsible participation in decision-making about the problems of the spatially-based locality.

ABSTRACT The objective of the research is to evaluate the impact of a linguistic policy managed through Resolution No. 662 "Non-sexist and inclusive language" (approved in 2019 by the Superior Council of the National University of Rosario -hereinafter UNR- Argentina ) in the field of university student citizenship of the undergraduate courses of the Faculty of Humanities and Arts of the UNR.The research analyzes the results obtained through the application of two methodological instruments, on the one hand, a survey in which 615 students of the 9 accredited Bachelor's degrees in the Faculty of Humanities and Arts of the National University of Rosario participated; On the other hand, we carried out a series of semi-structured interviews with the directors of each of the Schools responsible for the Degrees. As results of the investigation we highlight the interesting level of knowledge that the student population has about the existence of the Resolution; however, we reveal a marked ignorance of the content and scope of the Resolution by the student population. In addition, we reveal a high degree of approval of the Resolution in the student population and we point out the perspective of the Directors interviewed on the relevance of the Resolution in the processes of visibility, recognition and respect for the plurality of gender identities. In addition, the need to implement socio-pedagogical programs to sensitize the different university citizens about the Resolution is highlighted as a strategy to promote an inclusive public University that is respectful of the diversity of identities.

RESUMEN La investigación tiene por objetivo evaluar el impacto de una política lingüística gestionada por medio de la Resolución N° 662 “Lenguaje no sexista e inclusivo” (aprobada en el año 2019 por el Consejo Superior de la Universidad Nacional de Rosario -en adelante UNR- Argentina) en el ámbito de la ciudadanía estudiantil universitaria de las carreras de grado de la Facultad de Humanidades y Artes de la UNR. La investigación analiza los resultados obtenidos de la aplicación de dos instrumentos metodológicos, por un lado, una encuesta en la que participaron 615 estudiantes de las 9 Licenciaturas acreditadas en la Facultad de Humanidades y Artes de la Universidad Nacional de Rosario; por lado, una serie de entrevistas semi-estructuradas a los directores de cada una de las Escuelas responsables de las Licenciaturas. Como resultados de la investigación destacamos el interesante nivel de conocimiento que tiene la población estudiantil sobre la existencia de la Resolución; no obstante relevamos un marcado desconocimiento del contenido y alcance de la Resolución por parte de la población estudiantil. Además, relevamos un alto valor de aprobación de la Resolución en la población estudiantil y señalamos la perspectiva de los Directores entrevistados sobre la relevancia de la Resolución en los procesos de visibilización, reconocimiento y respecto a la pluralidad de identidades de géneros. Se destaca la necesidad de implementar programas socio-pedagógicos para sensibilizar a las distintas ciudadanías universitarias acerca de la Resolución en tanto estrategia de promoción de una Universidad pública inclusiva y respetuosa de la diversidad de identidades sexo-génericas.

Resumen La crisis global multidimensional que vive el mundo actual es fundamentalmente una crisis de humanidad que puede caracterizarse por el fracaso en las relaciones del ser humano con la naturaleza, consigo mismo y con los demás. De esta manera, los principales desafíos actuales pueden sintetizarse en la solución del deterioro ambiental, la libertad responsable para construir proyectos de vida personal con sentido y sociedades democráticas, así como la reforma radical del sistema mundo para construir condiciones de justicia y fraternidad. La respuesta a estos desafíos requiere la formación de las futuras generaciones en una ciudadanía planetaria crítica y corresponsable del destino de la humanidad, que es hoy un imperativo ético. Este trabajo busca aportar elementos teóricos para conceptualizar esta formación, y parte de la noción de Cosmópolis, planteada por Lonergan no como una utopía o sistema ideal, sino como un dinamismo de la inteligencia directa, crítica y ética para construir comunidades comprometidas con la transformación del mundo. Se plantean los saberes y capacidades estratégicas para hacer operativa esta construcción, desde las aportaciones de Morin y Nussbaum. Finalmente, se proponen como ejes orientadores los dos vectores fundamentales de una historia humanizante según el mismo Lonergan: el creativo y el curativo.

Abstract Today’s multidimensional global crisis is fundamentally a crisis of humanity characterized by the failure of human’s relationship with nature, with themselves and with others. In this way, our main challenges today can be synthesized in the solution of environmental crisis, the responsible freedom to build meaningful personal lives and democratic societies, as well as the deep reform of the world system to build conditions of justice and fraternity. The answer to these challenges requires the formation of future generations in a planetary citizenship, critical and co-responsible for the future of humanity, which is today an ethical imperative. This work seeks to provide theoretical elements to conceptualize this education. The starting point is the notion of Cosmopolis, raised by Lonergan not as utopia or ideal system, but as a dynamism of direct, critical, and ethical intelligence to build communities committed to transforming the world. Based on the perspectives of Morin and Nussbaum, the complex lessons and strategic capabilities needed to make this construction operational are proposed. Finally, the two fundamental vectors of a humanizing story according to Lonergan are presented as guiding axes: The creative and the curative.

RESUMEN La Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO, 2015), reconoce que la educación fortalece el ejercicio de la democracia y los derechos humanos, elementos clave para el desarrollo de una ciudadanía mundial, que en esencia permita a los sujetos que se encuentran en contextos educativos, formarse para ejercer una participación ciudadana efectiva y responsable, que coadyuve a transformar su sociedad, por lo tanto este trabajo tiene como propósito dar cuenta de la participación ciudadana a partir de los procesos de socialización de los alumnos de educación secundaria en una escuela de Pachuca Hidalgo, en la materia de Formación Cívica y Ética, y otra de Münster del estado de Norderhein-Wesfalen en la asignatura de Religión.

ABSTRACT The United Nations Educational, Scientific and Cultural Organization (UNESCO, 2015) recognizes that education strengthens the exercise of democracy and human rights, key elements for the development of global citizenship, which essentially allows to the subjects that are in educational contexts, to be trained to exercise an effective and responsible citizen participation, which helps to transform their society, therefore this work has the purpose of giving an account of citizen participation from the socialization processes of the secondary school students in a school in Pachuca Hidalgo, in the subject of Civic Education and Ethics, and another in Münster in the state of Norderhein-Wesfalen in the subject of Religion.

Abstract The present article focuses on the principles, processes and practices in the scope of artistic and aesthetic education, which have been developed in the Curricular Unit (UC) of Plastic Arts II, of the 2nd year within the Degree in Basic Education, at Lisbon’s Polytechnic School of Education. Within the tutorship of agents aiming to take action as future interveners at the spheres of education, whether in formal or non-formal contexts, to awake the future educational agent to the transformative potential of artistic and aesthetic education (whether in cultural, social, environmental terms....), it has been the objective of the interdisciplinary group of teachers (from art sciences, arts education, design and educational sciences) responsible for that UC. In this sense, ensuring that the creative and artistic processes are understood as investigative ones and their practices as socially constructed, integrating and transforming the individual and consequently the social environment, interrelating school, society and art, has been a recurrent concern.

Résumé Cet article se concentre sur les principes, les processus et les pratiques de l'éducation artistique et esthétique, développés dans l'Unité Curriculaire (UC) des Arts Plastiques II, de la deuxième année du Diplôme Universitaire en Éducation de Base, à l'École Supérieure d’Éducation du Polytechnique de Lisbonne. La formation d'agents capables d'intervenir dans les domaines de l'action éducative, dans des contextes formels et non formels, éveiller le futur agent éducatif au potentiel transformateur de l'éducation artistique et esthétique (en termes culturels, sociaux, environnementaux, ...), ceux-ci sont les objectifs du groupe interdisciplinaire d'enseignants (sciences de l'art, éducation artistique, design et sciences de l'éducation) qui est responsable de l'UC. En ce sens, faire comprendre les processus créatifs et artistiques comme des processus d'investigation et leurs pratiques comme socialement construites, intégrant et transformant l'individu et par conséquent le tissu social, reliant l'école, la société et l'art, a été une préoccupation récurrente.

Resumen Este artículo se centra en los principios, procesos y prácticas de la educación artística y estética, desarrollados en la Unidad Curricular (UC) de Artes Plásticas II, del 2º año de la Licenciatura en Educación Básica, en la Escola Superior de Educação do Politécnico de Lisboa. En la formación de agentes capaces de intervenir en áreas de acción educativa, en contextos formales y no formales, despertar al futuro agente educativo al potencial transformador de la educación artística y estética (en temas culturales, sociales, ambientales ...), se ha constituido como objetivo del grupo interdisciplinario de docentes (ciencias del arte, educación artística, diseño y ciencias de la educación) responsables de la UC. En este sentido, hacer que los procesos creativos y artísticos entendidos como procesos de investigación y sus prácticas como construidas socialmente, integrando y transformando al individuo y en consecuencia al tejido social, interrelacionando escuela, sociedad y arte, ha sido nuestra preocupación recurrente.

Resumo O presente artigo incide sobre princípios, processos e práticas de educação artística e estética, desenvolvidos na Unidade Curricular (UC) de Artes Plásticas II, do 2º ano da Licenciatura em Educação Básica, na Escola Superior de Educação do Politécnico de Lisboa. Na formação de agentes capacitados para a intervenção em âmbitos da ação educativa, em contextos formais e não formais, despertar o futuro agente educativo para o potencial transformador da educação artística e estética (seja este em termos culturais, sociais, ambientais...), tem-se constituído como um objetivo do grupo interdisciplinar de docentes (das ciências da arte, da educação artística, do design e das ciências da educação) responsáveis pela UC. Neste sentido, fazer compreender processos criativos e artísticos como processos investigativos e a suas práticas como socialmente construídas, integradoras e transformadoras do indivíduo e consequentemente do tecido social, interrelacionando a escola, a sociedade e a arte, tem sido nossa preocupação recorrente.

Abstract This article analyzes how the main public policies on Brazilian women’s health, since 2000, define and characterize their target group. Marking an articulation between different sets of agents, disciplinary fields, and government technologies, public policies operate by representing and conforming the subject to whom they are intended. In women’s health field, this process is also made possible by modulating sex and gender, specifically reiterating codes responsible for designating the “nature” of women. This is a documentary research conducted via the anthropological perspective of documents analysis, which investigated the documentary pieces of the Política Nacional de Atenção Integral à Saúde da Mulher (2004) and Rede Cegonha (2011) and related documents. The themes of fertility and reproduction have been persistent in the set of actions in women’s health, making up the core areas that concentrate state efforts and funds. The woman embraced by health policies has greater chances of accessing her citizenship rights from her role as a potential reproducer. The complex construction of a subject of rights is identified, even when this construction was imbued with a certain emancipatory ideology, in the interstices of the State. womens women s 2000 group agents fields technologies intended field gender nature “nature analysis 2004 (2004 2011 (2011 funds reproducer identified ideology State 200 (200 201 (201 20 (20 2 (2 (

Resumo Este artigo analisa como as principais políticas públicas brasileiras de saúde da mulher, desde 2000, definem e caracterizam seu público-alvo. Marcando uma articulação entre distintos conjuntos de agentes, campos disciplinares e tecnologias de governo, as políticas operam representando e conformando o sujeito a quem se destinam. No campo da saúde da mulher, essa operação também é viabilizada mediante a modulação do sexo e do gênero, especificamente a reiteração de códigos responsáveis por designar a “natureza” da mulher. Trata-se de uma pesquisa documental realizada através da perspectiva antropológica de análise de documentos, que investigou as peças documentais da Política Nacional de Atenção Integral à Saúde da Mulher (2004), da Rede Cegonha (2011) e documentos correlatos. Os temas da fertilidade e da reprodução têm se mostrado persistentes no conjunto de ações em saúde da mulher, formando os núcleos que concentram esforços e verbas estatais. A mulher constituída pelas políticas de saúde tem maiores chances de acessar seus direitos de cidadania por meio de sua função como potencial reprodutora. Identifica-se a complexidade da construção de um sujeito de direitos, mesmo quando esteve imbuída de um certo ideário emancipatório, presente nos interstícios do Estado. 2000 públicoalvo. públicoalvo público alvo. alvo público-alvo agentes governo destinam gênero natureza “natureza Tratase Trata 2004, 2004 , (2004) 2011 (2011 correlatos estatais reprodutora Identificase Identifica emancipatório Estado 200 (2004 201 (201 20 (200 (20 2 (2 (

RESUMEN El artículo considera el modelo de evaluación de posgrado implementado por la Coordinación para el Perfeccionamiento del Personal de Educación Superior Capes en el cuatrienio 2017-2020, destacando su carácter formativo expresado en sus diferentes requisitos, ítems e indicadores. En un giro histórico en el proceso de evaluación, antes centrado en datos cuantitativos y privilegiando lo que se conoció como sesgo evaluativo productivista, el nuevo modelo de evaluación, fuertemente basado en indicadores cualitativos, sin descuidar los datos cuantitativos, enfatiza el carácter pedagógico de los programas, considerando su dinámica interna y su orientación hacia la formación de personal competente para trabajar en investigación, con el intuito de producir un impacto en la sociedad y sus instituciones con miras a mejorar la vida de las personas. Para apoyar esta lectura, y teniendo en cuenta las especificidades del área de Educación, el artículo detalla aspectos del nuevo Formulario de Evaluación, especialmente en lo que se refiere a los ítems ‘formación’ e ‘impacto en la sociedad’, destacando las dimensiones pedagógico-formativas de los programas, así como el sentido más general de formación humana que se expresa en una comprensión de ciudadanía corresponsable y de orientación hacia la construcción de una vida en común. Por otro lado, hace consideraciones sobre la nueva demanda de programas que necesitan producir narrativas de sí mismos en informes descriptivos para ser enviados a la Capes, lo que requiere un nuevo nivel de reflexividad sobre sus procesos y propósitos. 20172020, 20172020 2017 2020, 2020 2017-2020 requisitos productivista cualitativos investigación personas lectura Evaluación ‘formación sociedad, , sociedad’ pedagógicoformativas formativas común lado propósitos 2017202 201 202 2017-202 201720 20 2017-20 20172 2 2017-2 2017-

ABSTRACT The article considers the postgraduate evaluation model implemented by the Coordination for the Improvement of Higher Education Personnel Capes in the four-year period 2017-2020, highlighting its formative character expressed in its different requirements, items, and indicators. In a historical shift in the evaluation process, previously centered on quantitative data and privileging what became known as the productivist evaluation bias, the new evaluation model, strongly based on qualitative indicators, without neglecting quantitative data, emphasizes the pedagogical character of the programs, considering its internal dynamics and its orientation towards the training of competent staff to work in research, aiming at producing an impact on society and its institutions with a view to improving people’s lives. To support this reading, and bearing in mind the specificities of the education area, this article details aspects of the new assessment form, especially regarding the items “training” and “impact on society”, highlighting the pedagogical-formative dimensions of the programs, as well as the more general sense of human formation that is expressed in an understanding of co-responsible citizenship and orientation towards the construction of a life in common. On the other hand, it makes considerations about the new demand placed on programs that need to produce narratives of themselves in descriptive reports to be sent to Capes, which requires a new level of reflexivity about their processes and purposes. fouryear four year 20172020, 20172020 2017 2020, 2020 2017-2020 requirements indicators process bias research peoples people s lives reading area form “training society, , society” pedagogicalformative coresponsible co responsible common hand purposes 2017202 201 202 2017-202 201720 20 2017-20 20172 2 2017-2 2017-

RESUMO O artigo tece considerações sobre o modelo de avaliação da pós-graduação implementado pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) no quadriênio 2017-2020, destacando o seu caráter formativo expresso nos seus diferentes quesitos, itens e indicadores. Numa guinada histórica do processo de avaliação, antes centrado em dados quantitativos e privilegiando o que ficou conhecido como viés produtivista da avaliação, o novo modelo de avaliação, fortemente baseado em indicadores qualitativos, sem descurar os dados quantitativos, acentua o caráter pedagógico dos programas, considerando suas dinâmicas internas e sua orientação à formação de quadros competentes para a atuação em pesquisa, objetivando a produção de impacto à sociedade e às suas instituições com vistas à melhoria da vida das pessoas. Para a sustentação dessa leitura e tendo em conta as especificidades da área da educação, o artigo detalha aspectos da nova ficha de avaliação, especialmente no que se refere aos quesitos “formação” e “impacto na sociedade”, destacando as dimensões pedagógico-formativas dos programas, assim como o sentido mais geral de formação humana que se expressa num entendimento de cidadania corresponsável e de orientação à construção de uma vida em comum. De outra parte, tece considerações acerca da nova demanda posta aos programas que necessitam produzir narrativas de si mesmos em relatórios descritivos a serem encaminhados à Capes, o que requer um novo patamar de reflexividade acerca de seus processos e finalidades. pósgraduação pós graduação Capes (Capes 20172020, 20172020 2017 2020, 2020 2017-2020 qualitativos pesquisa pessoas educação “formação sociedade, , sociedade” pedagógicoformativas formativas comum parte finalidades 2017202 201 202 2017-202 201720 20 2017-20 20172 2 2017-2 2017-

RESUMEN El artículo discute las concepciones teórico-prácticas de ciudadanía presentes en la propuesta curricular de las escuelas públicas estatales de tiempo completo en el estado de Paraíba. La fundación se desarrolló considerando los aportes de autores de los campos de la sociologia y la filosofía. La investigación realizada fue documental, basada en el análisis de los temas que estructuran el modelo curricular integral en Paraíba. Los hallazgos de la investigación se organizaron e interpretaron con base en el análisis de contenido, y se utilizó la técnica de análisis categórico. Luego de la investigación, concluimos que el Instituto de Corresponsabilidad por la Educación, responsable de la concepción, organización y gestión del modelo, expresa un alineamiento de tradición liberal en el marco legal, en los Cuadernos de Capacitación y en el concepto de ciudadanía. Destacamos que predomina la comprensión de la ciudadanía difusa y una orientación hacia la práctica pasiva en los documentos rectores del programa. teóricoprácticas teórico prácticas Paraíba filosofía documental contenido categórico Educación concepción legal programa

ABSTRACT This paper discusses the theoretical-practical conceptions of citizenship present in the curricular proposal of full-time state public schools in the state of Paraíba. The theoretical foundation was developed considering the contributions of authors from the fields of sociology and philosophy. Documentary research was carried out, based on the analysis of the issues that structure the curriculum model. The research findings were organized and interpreted based on content analysis and we used the technique of categorical analysis. After the investigation, we concluded that the Institute of Co-responsibility for Education, responsible for the conception, organisation, and management of the model, expresses an alignment of liberal tradition in the legal framework, in the Training Booklets, and in the concept of citizenship. We emphasize that there is a predominance of the understanding of diffuse citizenship and an orientation towards a passive practice in the program's guiding documents. theoreticalpractical practical fulltime full time Paraíba philosophy out model investigation Coresponsibility Co responsibility Education conception organisation framework Booklets programs program s documents

RESUMO O artigo discute as concepções teórico-práticas de cidadania presentes na proposta curricular das escolas públicas estaduais em tempo integral do estado da Paraíba. A fundamentação foi desenvolvida considerando-se as contribuições de autores dos campos da sociologia e da filosofia. A pesquisa, de natureza documental, foi realizada com base na análise dos fascículos que estruturam o modelo de escola integral da Paraíba. Seus achados foram organizados e interpretados com base na análise de conteúdo, tendo sido utilizada a técnica da análise categorial. Depois de feita a investigação, concluímos que o Instituto de Corresponsabilidade pela Educação, responsável pela concepção, pela organização e pela gestão do modelo, expressa um alinhamento de tradição liberal no marco legal, nos Cadernos de Formação e no conceito de cidadania. Ressaltamos que predominam a compreensão de uma cidadania difusa e a orientação para uma prática passiva nos documentos orientadores do programa. teóricopráticas teórico práticas Paraíba considerandose considerando se filosofia pesquisa documental conteúdo categorial investigação Educação concepção legal programa

Resumo Este artigo analisa como as principais políticas públicas brasileiras de saúde da mulher, desde 2000, definem e caracterizam seu público-alvo. Marcando uma articulação entre distintos conjuntos de agentes, campos disciplinares e tecnologias de governo, as políticas operam representando e conformando o sujeito a quem se destinam. No campo da saúde da mulher, essa operação também é viabilizada mediante a modulação do sexo e do gênero, especificamente a reiteração de códigos responsáveis por designar a “natureza” da mulher. Trata-se de uma pesquisa documental realizada através da perspectiva antropológica de análise de documentos, que investigou as peças documentais da Política Nacional de Atenção Integral à Saúde da Mulher (2004), da Rede Cegonha (2011) e documentos correlatos. Os temas da fertilidade e da reprodução têm se mostrado persistentes no conjunto de ações em saúde da mulher, formando os núcleos que concentram esforços e verbas estatais. A mulher constituída pelas políticas de saúde tem maiores chances de acessar seus direitos de cidadania por meio de sua função como potencial reprodutora. Identifica-se a complexidade da construção de um sujeito de direitos, mesmo quando esteve imbuída de um certo ideário emancipatório, presente nos interstícios do Estado.

Abstract This article analyzes how the main public policies on Brazilian women’s health, since 2000, define and characterize their target group. Marking an articulation between different sets of agents, disciplinary fields, and government technologies, public policies operate by representing and conforming the subject to whom they are intended. In women’s health field, this process is also made possible by modulating sex and gender, specifically reiterating codes responsible for designating the “nature” of women. This is a documentary research conducted via the anthropological perspective of documents analysis, which investigated the documentary pieces of the Política Nacional de Atenção Integral à Saúde da Mulher (2004) and Rede Cegonha (2011) and related documents. The themes of fertility and reproduction have been persistent in the set of actions in women’s health, making up the core areas that concentrate state efforts and funds. The woman embraced by health policies has greater chances of accessing her citizenship rights from her role as a potential reproducer. The complex construction of a subject of rights is identified, even when this construction was imbued with a certain emancipatory ideology, in the interstices of the State.

Universities' teaching and learning strategies aim to prepare students for life and the workplace by creating a culture of innovation to solve real-life problems, so that they can participate constructively in society and lead fulfilling professional and personal lives. In order to reach this goal, teaching and learning must have at least three paradigms, namely pedagogical, cognitive and pragmatic or instrumentalist. A pragmatic paradigm presupposes practical, experiential teaching and learning. This paper explores interactive means within the pragmatic paradigm that can be included in the pastoral modules of theology education. The epistemology is from a practical theological perspective. CONTRIBUTION: The contribution of this article is that experiential role-play activities can have a positive impact in the pedagogy of pastoral care and counselling. The insight of this article links with the developmental goals for effective theological education in South Africa