This work assesses the impact of family origin on income and wage differentiation by race. As a proxy for family origin, a dummy is used regarding the administrative dependency of the school where the analyzed individuals attended high school. In this context, ex-students from public schools are identified as born in families with unpleasant situations in relation to the others. The sample comprises 10 courses’ graduates from the Federal University of Goiás graduated between 2010 and 2017 and employed in the formal job market. The results show that even controlling factors such as course, institution and contract length, public schools’ students still reach hourly-wages lower than their counterpart. Regarding the issue of color, analyzed here via Oaxaca's decomposition, it is seen that socioeconomic origin is a part significant of the wage differences explained between Blacks and Non-Blacks people.

doi: 10.5216/ree.v12i4.5819 The current subject is the education teaching in health. The text detaches the experience of an education discipline in health from 2007 to 2009, the elective disciplines of the Program of Masters degree in Education - Master's degree of the University of the State of Pará (UEPA). The characteristics of the discipline are described, with emphasis for the alternative road adopted for evaluation of the teaching-learning process, which is the construction of extension projects in education in health. The strategy, used instruments, steps of the process is indicated. The experience is discussed while a way of favoring the students' protagonist in an action that leaves of the reality and to intend  to return as well as a connection way with the objectives and lines of the program's research as a whole thing. The conclusion is that the education teaching in health requests a theoretical-practical process and the construction of projects favors such perspective. Descriptors: Education in health; Superior education; Educational Measurement.

There have been plenty of claims for an innovative praxis in superior education. The conjunct of new references points to the production of knowledge from concrete social problematizations, integrated approaches to the knowledge, dialogical and formative relationship in the teaching-learning-evaluation process, among others. The present curricular order based on linear-technical disciplinary paradigm has been showing inadequate to articulate the range of changes required for innovation in superior education, putting the need to seek curricular models built under new bases, able to promote an integrated, complex , global and emancipatory of knowledge as a challenge. This research aims to make a reflection on the curriculum by projects, investigating the possibilities that it offers to an innovation in superior education. This is an exploratory descriptive analytic study of qualitative approach. The theoretical framework adopted in the process of finding the significant elements for a by project curricular organization is supported by authors such as Beherens (2006, 2004, 2000) Masetto (2006, 2004, 2003) Boutinet (2002) Zaballa (2002) Santomé (1998) Hernández ( 2000,1998) Leite (2001) Moesby (2004). The conceptual theoretical framework built from the theories of these authors about projects, curriculum and superior education led to the definition of analytical categories. The field research took place in UFPR Litoral, institution that has developed an alternative curricular organization and a pedagogic proposal based on projects. The data collected from interviews, observation and document analysis have led the empirical categories. The triangulation of analytical categories with the empirical categories brought indicators of the viability of organizing a curriculum by projects be an innovation in superior education as to be able to articulate a set of elements identified as relevant to a new praxis in this level of teaching

This work points out the ways and results of an investigation about the choices intended by students from privileged social groups of Mogi das Cruzes (SP) towards superior education: institutions and careers. The main objective of the research, over all based on Pierre Bourdieu s notions of social position, economical and cultural capital, has related the cultural practices of students who are finishing high school at expensive schools to their intentions of choice of institutions and careers at college. In order to reach this objective, three schools that charged the highest high school fees at the referred municipal district were selected. After contacting the schools, two of them accepted that their students answered the instrument of data collect, a questionnaire elaborated for this specific purpose. The questionnaire had 74 objective and subjective questions and it was answered by 77 students from the two schools in 2008. The analysis of the results quantified the students cultural practices museums visits, physical activities developed by them, foreign language fluency, informatics knowledge, arts courses, musical instruments abilities, international trips and related them to these students intentions of going to college. 75 out of 77 subjects involved on this investigation stated their intentions to go to college. The results about parental formation and occupation, family income, types of investments on the cultural practices cited above mark the possibility of these students being part of privileged social groups not only through an economical point of view. The results also point out the fact that the various practices accomplished by the students are related to a vast series of options towards the intended institutions

The focus of this research is in the group as a device for the professors learning in superior education and for their practice. This study is in the Formation Research Line, Knowledge and Professional development of the Post-graduation Program on Education of the Federal University of Santa Maria, Rio Grande do Sul state. The objectives of the study development were: to understand the constitution of a reflexive group as a device for the professors learning in the superior education, to identify the constructive movements of this group, to analyze how the construction of the professors learning occurs from a reflexive group and to investigate that the learning occurs from it. During the development of this thesis it was aimed to answer the following statements: How a reflexive group thought to be a device for learning in the superior education is made? The experience of making part of a reflexive group stimulates the construction of the professors learning? What learning comes from a reflexive group? To answer these questions it was used a qualitative and narrative methodological approach (CLANDININ e CONNELY, 1995). It was developed from fifteen meetings of a group of sixteen professors of a Physics Therapy course from a Confessional Superior Institution in the inland of Rio Grande do Sul state. The instrument for the data collection was a field diary and the professors adopted the class diary as a tool for generating reflection in the group. Another instrument, used as a propellant of the reflection of professors, was their experiences, being these planned and organized for the meetings. The meetings were recorded, written, made unique and categorized for the discursive textual analysis (MORAES and GAGLIAZZI, 2007). The track allowed the identification, at first, of the real group dynamic involving three constructive movements: (1) the initial articulation, (2) approximations and removals and (3) reflexive continuum . For the understanding and the interpretation of this stage, the readings that became references of analysis and understanding are based on Lewin s books (1948; 1965), Ferry (2004; 1976), Josso (2004), Cunha (2006; 2008), Souto (2007) and Oliveira (2009); for the group, Dewey (1976; 1965; 1959) Schön (2000) and Zeichner (1993, 2008); for the reflexive professor, together with Zabalza (2004) e Nóvoa (1992, 2007). The group as a device for the learning is in the description, interpretation and discussion of the categories the emerged from the group: (1) simplification of the professors learning, (2) the manifestation of consciousness about being a professor and (3), the (re)meaning of professors learning. For the discussion about learning how to be a professor, the references of Vygotsky (1995; 1989; 1982), Leontiev (1984), Vygotsky, Lúria e Leontiev (1989), Cunha (2001, 2005, 2006, 2008), Isaia (2006, 2008), Isaia e Bolzan (2007, 2004), Bolzan (2002, 2006) and Maciel (2006) are highlighted. The group is a learning device from the understanding that this learning passes by the personal relations that exist in the superior teaching along with the place where this learning happens. It finishes with the reflection about the elements that are specific and contextual of the superior teaching. The professors learning is, thus, a interpersonal and intrapersonal process which is fruitful in the group context once it happens in a motivational and sharing environment, which promotes transformation in the feeling, in thinking and in acting by the professors.

Partindo do pressuposto de que o ato de projetar deve se ajustar às transformações sociais e conceituais contemporâneas e aos novos requisitos advindos da busca pelo desenvolvimento sustentável, este trabalho realizou estudo sobre as características e princípios do projeto sustentável em arquitetura e construção. Estabeleceu como hipótese que a combinação da tradição e da inovação (voltada para tecnologia limpa) pode contribuir para que os projetos tenham como finalidade a sustentabilidade. O estudo, de abordagem qualitativa e multidisciplinar, apresentou um panorama sobre a sustentabilidade nos campos de conhecimento da arquitetura e da construção, com dados coletados através de pesquisa bibliográfica, com a utilização de pressupostos da pesquisa antropológica e dos estudos de caso. A tese revelou que a arquitetura e construção sustentável contempla várias dimensões e que o processo para sua concretização é diferenciado, incorporando novas variáveis e apresentando vários desafios e perspectivas. Tanto a tradição (antigos saberes) como a inovação (novos saberes) podem fornecer lições e referenciais que rompam com as práticas usuais em arquitetura e construção e possibilitar a eleição de alternativas mais sustentáveis para os edifícios e assentamentos humanos, uma vez que propiciam uma melhor adequação ao meio natural e cultural, às necessidades e potencialidades locais e às necessidades e exigência dos usuários. Os achados da tese se propõem a integrar o conhecimento acumulado sobre o tema, na expectativa de que as conclusões alcançadas, mesmo se constituindo em um olhar sobre a realidade específica, possam ser úteis para a teoria e a prática de projetos sustentáveis em arquitetura e construção, contribuindo, assim, para a criação de habitats mais humanos.

O trabalho possibilitou a transposição de uma tensão social para uma investigação: analisar e interpretar a evolução técnico-científica do Curso de Engenharia Civil de universidades gaúchas (Federal, Confessional e Comunitária) e sua aproximação e/ou afastamento do humanismo e da tecnologia. A tese parte da proposição de que os Cursos de Engenharia Civil revelam níveis diferenciados na conduta de projetos de formação do engenheiro, de acordo com a concepção e o modelo de universidade. A hipótese é de que há diferenças na gestão de projetos em vigor nesses cursos de Engenharia Civil em relação ao humanismo, à tecnologia e à inovação. O estudo de casos múltiplos foi o método utilizado para desvelar as proposições numa abordagem qualitativa, descritiva e comparativa, dado o critério de escolha: comunitária (UPF); confessional (PUCRS) federal (UFRGS). A entrevista semi-estruturada foi o instrumento, sendo que as evidências provenientes dos documentos proporcionaram o encadeamento e a triangulação dos dados. Foram atores do processo de investigação, os diretores e os coordenadores dos cursos de Engenharia Civil, bem como os coordenadores dos Programas de Pós-Graduação em Engenharia, além dos professores mais antigos e, ou mais experientes dessas universidades, totalizando 12 professores-participantes. Humanismo e tecnologia são as categorias teórico-referenciais; reforma e mudança, ter ou ser, técnica e tecnologia, inovação (radical e por obsolescência), conduta de projeto (unicidade, singularidade, gestão da complexidade, da incerteza e da exploração de oportunidades) são as categorias conceituais. Autores como Boutinet (2002), Pinto (2005), Serres (2003), Popkewitz (1997), Fromm (1987), Rossato (1998, 2002) ancoram a construção teórica e num tom dialético promovem junto aos atores não apenas a confirmação da proposição de tese e da hipótese, como ampliam e incluem novas variáveis: as condutas de projetos ocorrem em níveis diferenciados considerando a concepção e o modelo de universidade, a concepção de homem e de sociedade de cada ator e a formação do ator.

Cette recherche envisage de connaître et de comprendre les pratiques des enseignants, développées par des professeurs universitaires en musique, dans le contexte de l'EAD (éducation à distance), à partir des perceptions de leurs pratiques. Des entretiens semi-structurés ont été réalisés avec huit professeurs qui travaillent dans l'enseignement à distance, niveau Licence de musique, en donnant seulement des cours à distance ou pas. Les discours de ces professeurs ont été analysés dans le but d'articuler les incidents communs entre eux, à partir de treize axes d'analyse. Les réflexions sur ces axes est fondée à partir de la pratique d'enseignement de différents auteurs, notamment Tardif et Lessard (2008), et d'écrits sur l'éducation à distance. La recherche de la compréhension du savoir-faire de l'enseignant, nous montre qu'il faut prendre en compte deux aspects dans les pratiques musicales à distance : les actions et les interactions. Ces aspects reflètent une multiplicité des facteurs d'influence sur la pratique d'enseignant dans l'EAD : les possibilités et les limitations de la technologie, des objets et de l'ambiance virtuelle de l'apprentissage; la formation que le professeur doit avoir pour travailler dans cette modalité, formations qui, en général, sont seulement réalisées après le débuts de ses activités d'enseignant à l'EAD; les auteurs englobés dans tout le processus, en tant que tuteurs, élèves et autres professeurs; les contextes des élèves; le rôle de la préparation, c'est-à-dire, le moment où la présence du professeur a une resignification et se transforme en cours, activités et évaluation. Egalement, cette recherche expose des pratiques qui se sont effectuées dans l'éducation musicale à distance et nous démontre un profil d'enseignant qui travaille en musique à travers ces modalités.