Este texto busca levantar reflexões sobre a importância e necessidades da educação para as relações étnico-raciais e promoção da educação antirracista. A partir do uso conceitual de letramento racial crítico e, da análise de legislações que consideramos oportunas para o enfrentamento do racismo, tais como a Lei nº 14.532, de 11 de janeiro de 2023, Lei nº 7.716, de 5 de janeiro de 1989, que visam criminalizar o racismo, e da Lei nº 10.639, de 9 de janeiro de 2003 sobre (...) a obrigatoriedade do ensino de história e cultura da população afro-brasileira e africana, as compreendemos como avanços no combate ao racismo. Em vista de levantarmos possibilidades para o desenvolvimento de um ensino pautado na luta antirracismo a partir e de que promova o letramento racial crítico, levantamos algumas observações sobre a música Bluesman, de Baco Exu do blues, como alternativa para o levantamento reflexivo em sala de aula para a valorização da história e identidade da população negra. (shrink)

There are hardly any instruments to measure teamwork behaviors from an individual approach. This applies both in interprofessional teams or not, and in teams involved in health, social care, and other areas. The Individual Behavior Analysis scale measures efficacious behavior in work teams. It is one of the few instruments proposed in the literature to measure personal skills necessary for teamwork. Only a previous exploratory analysis of the scale was informed in another study. This article analyzes its internal structure using (...) different confirmatory factor analyses and its internal consistency, with a sample of 815 employees working for Spanish social organizations in the geriatric field, both private and public. The results of the definitive version adapted to Spanish, referred to as Individual Behavior Analysis −25, indicate a good fit of the model to the data and good reliability. Factor analysis confirmed the existence of two factors: Communication skills and Acceptance, with good internal consistency coefficients. This scale is a useful instrument for assessing, based on the reviewed literature, two of the most important individual skills an efficacious team should have. (shrink)

According to recent empirical research (Transparency International, 2013), nearly 15% of people worldwide admitted to having paid a bribe in an educational setting. Given the nature of corruption,...

Se describe casos de éxito donde los estudiantes y docentes de (EMS) en el CECyTE Chiapas tuvimos que adaptarnos a la situación de emergencia sanitaria provocada por la COVID-19 en el contexto semi urbano de la región de los bosques, combinando recursos digitales y tradicionales, (uso del Anecdotario)herramienta que nos ayudó a entender al alumno como la pieza fundamental en este proceso educativo como sujeto y no meramente objeto ( NEM). El trabajar de manera escalonada en el laboratorio de cómputo (...) y avanzar el programa de MatemaTIA, patrocinado por la UNICEF y promovido por la coordinación de CECyTES Nacional, programa es un sistema de inteligencia artificial, el cual permitió trazar la ruta de aprendizaje de cada alumno. (shrink)

Corruption in higher education has raised concern among governments, citizens, and the education community worldwide. However, few papers have sought to explore the students’ willingness to engage in corrupt practices at the university level. The present study aimed to examine the influence of different corrupt behaviours and perceived corruption among peers on the corrupt intention of university students. 120 undergraduate students participated in a quasi-experimental design divided in 3 treatments to rate their willingness to engage in favouritism and embezzlement behaviours. (...) Results pointed out that students were more prone to committing a non-monetary behaviour favouritism– than a monetary behaviour –embezzlement–. Furthermore, there were not significant differences between the groups of control and high-corruption acceptance; while only the group of low-corruption acceptance showed significant lower rates when compared to the control and the high-corruption acceptance’s group. Practical recommendations need to address students’ perceptions of different corrupt practices, focusing on designing ethical training programmes aimed to raise awareness on the negative consequences of non-monetary activities. Future research directions could generate empirical support to prove if students are able to recognize the underlying mechanisms of subtle corrupt practices. (shrink)

Most research on corruption in educational settings has focused on a cross-national and macro-level analysis; however, to our knowledge, few papers have sought to explore individual perceptions that explain corruption in higher education. The present research aimed to disentangle students’ predictors of corrupt intention in a Spanish public university. A total of 933 undergraduate, postgraduate, and Ph.D. students filled out an online survey measuring four corruption scenarios: favoritism, bribery, fraud, and embezzlement. Path analysis revealed that justifiability, risk perception, and perceived (...) prevalence of corruption were significant factors in predicting corrupt intention. Moreover, willingness to report a corrupt act was predicted by corrupt intention, justifiability, and risk perception. Corrupt behavior is a complex phenomenon explained not only by peers’ behavior, but also by their individual justifications and perception of risk. Education is not free of corruption, and universities must address this urgent problem in order to avoid future economic, societal, and ethical problems. (shrink)

This work defines various stakeholder roles to overcome the barriers to implementing Education 4.0, which were recently identified in the domain literature. The stakeholder roles are evaluated against these barriers, and such evaluation is structured as a multicriteria sorting problem. To this end, an integrated entropy-based CRITIC-CODAS-SORT under a Fermatean fuzzy environment addresses epistemic uncertainties inherent in decision-making. The FF CRITIC assigns the priority weights of the barriers, while the FF CODAS-SORT determines the high-priority stakeholder roles. A case of an (...) HEI evaluating 57 possible roles of 5 stakeholders is demonstrated here. Findings suggest the lack of collaboration, apprehensive stakeholders, cybersecurity threats, health issues, and cost as crucial barriers to the HEI. The sorting process yields 13 high-priority roles, encompassing those within the influence of the government, university management, human resource function, and educators. Various managerial insights are offered as inputs to the design of initiatives in EDUC4 implementation. (shrink)

Marta Gonzalez y Tomás Bonavia Dept. de Psicología Social, Universidad de Valencia, España En este artículo se desarrollan algunos aspectos … Read More →.

In lieu of an abstract, here is a brief excerpt of the content:Ego CredoMichel Serres (bio)Saint Paul combines in one singular person the three ancient formats, Jewish, Greek, and Latin, from which the Western World sprang. A devout Pharisee, he was born in Tarsus into a family of the Diaspora, and educated in Jerusalem under Gamaliel; he observed Mosaic Law and constantly cited the Torah, both Psalms and Prophets, with erudition. It also seems likely that he knew Greek philosophy, at (...) least by way of Philo the Jew, since he wrote and spoke the Greek language and cited some of its authors, saying that he admired its wisdom, practiced its elegance, and dreaded its reason. As a Roman citizen, like his father, he took pride in this status; he must have known Roman Law, since after being sentenced by the imperial courts, he addressed an appeal to them.Saint Paul not only symbolizes the cultural melting pot among Mediterranean sailors, port-merchants, and occasional scholars during the Pax romana; he above all embodies the integral man built by the Law, the Logos, and the Administration, three formats forged in the fires of Hebraic monotheism, Hellenistic rational Wisdom, and Roman Law, themselves respectively shaped by ritual in the Temple, harmony in the Cosmos, and the City-State in the Empire. This triple belonging to an organized society, a systematic world, and an all-powerful god promotes excellent modes of conduct.Triply formatted in this way, Saint Paul, newly named, rose up out of the trinity of his belonging; he traveled the world over, and he invented the coming era. In so doing, he braved three disasters: the persecution of his fellows, the mockery of Greek philosophers on the Areopagus, and his trial and probable execution by Rome. In and through Paul, all the superior and lasting achievements of the Indo-European and Semitic traditions stem from this original bifurcation; the good news he proclaims is incarnated and grafted on him and through him; from him, the branch of a new creature springs forth.Although his ancient formats imply a belonging to three different communities, the new man identifies with none of them in order to create something entirely new. But what? [End Page 1]Belonging and IdentityIn a previous book, I wrote that my identity cannot be reduced to my belonging to certain groups. So do not call me "old man," a male, or a writer, but put me, if you must, in whichever subcategory designates the corresponding age, sex, or profession. Apart from these characteristics, who am I? Me. All the rest, including what the government bureaucracy obliges me to write on my so-called "identity" card, merely indicates some of the subcategories to which I belong.If you confuse belonging and identity, you make a logical error that is certainly serious, but, in the end, relatively benign. Moreover, you set yourself up to make a deadly mistake, that of racism, which consists precisely in reducing a person to one of his groups. We owe this distinction (which is so important that I like to repeat it) to Saint Paul. We owe it to him both in theory, because he elaborates it, and in terms of his life, because the Good News that he brings breaks with the three ancient formats, all three of which were associated with groups."There is neither Jew nor Greek," says Paul, "there is neither bond nor free, there is neither male nor female" (Gal. 3:28). All he mentions here are classes, sexes, languages, or nations—in short, all categories or groups. What he means is that there is no longer any belonging in the earlier sense, leaving only the identity I = I: "But by the grace of God I am what I am" (1 Cor. 15:10).For Paul, the only thing left is this "new creature": I, the adoptive Son of God, through faith in Jesus Christ; I, full of faith and without works, without pride; I, empty, poor, and nothing: universal.Who am I? I am I, and that is all. If we put aside the subcategorical definition of belonging (x å A), the principle of identity becomes evident, not in a formal way, as in the Aristotelian sense of a... (shrink)