Marcelo Parreira do Amaral

Formação complementar

Idiomas

Áreas de atuação

Organização de eventos

Participação em eventos

Produções bibliográficas

• PARREIRA DO AMARAL, MARCELO ; STAUBER, BARBARA ; BARBERIS, EDUARDO . Access to and Accessibility of Education Throughout the Educational Trajectories of Youth in Europe. European Education , v. 47, p. 1-10, 2015.

• BIGGART, ANDY ; JÄRVINEN, TERO ; PARREIRA DO AMARAL, MARCELO . Institutional Frameworks and Structural Factors Relating to Educational Access Across Europe. European Education , v. 47, p. 26-45, 2015.

• STAUBER, BARBARA ; PARREIRA DO AMARAL, MARCELO . Access to and Accessibility of Education: An Analytic and Conceptual Approach to a Multidimensional Issue. European Education , v. 47, p. 11-25, 2015.

• PARREIRA DO AMARAL, M. . DER BEITRAG DER EDUCATIONAL GOVERNANCE ZUR ANALYSE DER INTERNATIONALEN BILDUNGSPOLITIK. Bildung Und Erziehung , v. 68, p. 367-384, 2015.

• Amaral, Marcelo Parreira do . Tendências, desafios e potenciais da educação internacional e comparada na atualidade. Revista Brasileira de Estudos Pedagógicos RBEP-INEP , v. 96, p. 259-281, 2015.

• PARREIRA DO AMARAL, M. ; Litau, John ; WALTHER . Bildungsverläufe Jugendlicher in Europa: Die komplexe Regulierung von Zugang, Bewältigung und Relevanz. Der Pädagogische Blick , v. 2, p. 133-139, 2013.

• Andrade, Francisca Rejane Bezerra ; PARREIRA DO AMARAL, M. . Educação e Trabalho no Século XXI: as condições sociais dos jovens no processo de transição escola-emprego na Alemanha e no Brasil. O público e o privado , v. 20, p. 29-54, 2012.

• Walther, Andreas ; PARREIRA DO AMARAL, MARCELO ; Litau, John . Access, coping and relevance: the regulation of education in the life course. Soziale Passagen (Print) , v. 3, p. 145-149, 2011.

• PARREIRA DO AMARAL, M. . Política pública educacional e sua dimensão internacional: abordagens teóricas. Educação e Pesquisa (USP. Impresso) , v. 36, p. 39-54, 2010.

• PARREIRA DO AMARAL, M. . Regime Theory and Educational Governance: The Emergence of an International Education Regime. International Perspectives on Education and Society , v. 12, p. 57-58, 2010.

• PARREIRA DO AMARAL, M. ; BRUNO, L. E. N. B. . Evaluation Systems in Education: Quality, Equity, and Efficiency of Higher Education in Brazil. Tertium Comparationis (Print) , v. 16, p. 113-135, 2010.

• PARREIRA DO AMARAL, M. . World Cultural Patterns: Inequities in Higher Education and Affirmative Action in Brazil. Teoría de la Educación (Internet) , v. 8, p. 114-132, 2008.

• PARREIRA DO AMARAL, M. ; BRUNO, L. E. N. B. ; AMOS, Karin . The Research University in Context: the Examples of Brazil and Germany. International Perspectives on Education and Society , v. 9, p. 111-158, 2008.

• PARREIRA DO AMARAL, M. . Regimeansatz ? Annäherungen an ein Weltweites Bildungsregime. In: Tertium Comparationis. Tertium Comparationis (Print) , v. 13, p. 157-182, 2007.

• PARREIRA DO AMARAL, M. ; MITTER, W. . Nationale Bildungssouveränität und transnationale Bildungspolitik. Ein Gespräch mit Prof. Dr. Wolfgang Mitter?. Tertium Comparationis (Print) , v. 13, p. 296-304, 2007.

• Walther, Andreas (Org.) ; PARREIRA DO AMARAL, M. (Org.) ; CUCONATO, M. (Org.) ; DALE, R. I. (Org.) . Governance of Educational Trajectories in Europe: Pathways, Policy and Practice. 1. ed. London,New Delhi,N.York,Sydney: Bloomsbury, 2016. v. 1.

• PARREIRA DO AMARAL, M. ; AMOS, Karin (Org.) . Internationale und Vergleichende Erziehungswissenschaft ? Geschichte, Theorie, Methode und Forschungsfelder. 1. ed. Münster, New York: Waxmann Verlag, 2015. v. 1. 304p .

• PARREIRA DO AMARAL, M. ; DALE, R. I. (Org.) ; LONCLE, P. (Org.) . Shaping the Futures of Young Europeans ? education govern- ance in eight European countries. 1. ed. Oxford: Symposium Books, 2015. 164p .

• PARREIRA DO AMARAL, M. ; HORNBERG, S. (Org.) ; Kotthoff, Hans-Georg (Org.) . Internationale und Vergleichende Erziehungswissenschaft zwischen Traditionen und aktuellen Herausforderungen. 1. ed. Münster: Waxmann, 2015. v. 21. 152p .

• HORNBERG, S. (Org.) ; PARREIRA DO AMARAL, M. (Org.) . Deregulierung im Bildungswesen. 1. ed. Münster: Waxmann Verlag, 2012. v. 1. 370p .

• PARREIRA DO AMARAL, M. . Emergenz eines Internationalen Bildungsregimes? International Educational Governance und Regimetheorie. 1. ed. Muenster e outras: Waxmann Verlag, 2011. v. 1. 208p .

• PARREIRA DO AMARAL, M. . The Influence of Transnational Organizations on National Education Systems. 1. ed. Frankfurt am Main et al.: Peter Lang Verlag, 2006. v. 1. 128p .

• PARREIRA DO AMARAL, M. . Der Entstehungskontext von Paulo Freires. 1. ed. Paulo-Freire-Verlag, 2005. v. 31.

• PARREIRA DO AMARAL, MARCELO . Neue Akteure der Governance des Bildungssystems - Typen, Einflussmöglichkeiten und Instrumente. In: Altrichter, Herbert; Maag Merki, Katharina. (Org.). Handbuch Neue Steuerung im Schulsystem. 1ed.Wiesbade: Springer Fachmedien Wiesbaden, 2016, v. , p. 455-477.

• PARREIRA DO AMARAL, MARCELO ; Kotthoff, Hans-Georg . Comparative and International Education in Germany: A Discussion of Current Trends. In: Wiseman, Alexander W.; Anderson, Emily. (Org.). International Perspectives on Education and Society. 127ed.Bingley: Emerald Group Publishing Limited, 2016, v. 28, p. 127-135.

• HORNBERG, S. ; PARREIRA DO AMARAL, M. . Teaching Comparative and International Education: Bridging Social Demands for Practical Performance-based Competencies with Critical Reflectivity. In: Kubow, Patricia K.

• AMOS, Karin ; PARREIRA DO AMARAL, M. . Einleitung. Internationale und Vergleichende Erziehungswissenschaft. Geschichte, Theorie, Methoden und Forschungsfelder. In: Parreira do Amaral, Marcelo; Amos, S. Karin. (Org.). Internationale und Vergleichende Erziehungswissenschaft. Geschichte, Theorie, Methoden und Forschungsfelder. 1ed.Münster e New York: Waxmann Verlag, 2015, v. , p. 7-13.

• PARREIRA DO AMARAL, M. . Methodologie und Methode in der International Vergleichenden Erziehungswissenschaft. In: Parreira do Amaral, Marcelo; Amos, S. Karin. (Org.). Internationale und Vergleichende Erziehungswissenschaft. Geschichte, Theorie, Methoden und Forschungsfelder. 1ed.Münster e New York: Waxmann Verlag, 2015, v. , p. 107-130.

• PARREIRA DO AMARAL, M. . Globalisierung im Fokus vergleichender Forschung. In: Freitag, Christine. (Org.). Methoden des Vergleichs. Komparatistische Methodologie und Forschungsmethodik in interdisziplinärer Perspektive. 1ed.Opladen, Berlin e Toronto: Barbara Budricj, 2014, v. , p. 117-138.

• PARREIRA DO AMARAL, M. ; Walther, Andreas . Juventude, Educação e Trabalho: Teorizando a Regulação de Trajetórias Educacionais e a Transição Escola-Trabalho. In: Macambira, Júnior; Andrade, Francisca Rejane Bezerra. (Org.). Trabalho e Formação Profissional. Juventudes em Transição. 1ed.Fortaleza: IDT, UECE, BNB, 2013, v. , p. 15-35.

• PARREIRA DO AMARAL, M. . Governance und Deregulierung von Bildung. Regimetheoretische Überlegungen zu einem internationalen Trend.. In: Hornberg, Sabine e Parreira do Amaral, Marcelo. (Org.). Deregulierung im Bildungswesen. 1ed.Münster: Waxmann Verlag, 2012, v. 1, p. 71-92.

• PARREIRA DO AMARAL, M. . Educational Governance und Regimetheorie. Die Emergenz eines Internationalen Bildungsregimes.. In: Amos, Karin/Meseth, Wolfgang/Proske, Matthias. (Org.). Öffentliche Erziehung Revisited. Erziehung, Politik und Gesellschaft im Diskurs. 1ed.Wiesbaden: VS Verlag fuer Sozialwissenschaften, 2011, v. 1, p. 195-223.

• PARREIRA DO AMARAL, M. . Bildungspolitik im Transformationsprozess. International vergleichende Forschung zu Educational Governance und Regimetheorie.. In: Schmid, J./Amos, K./Schrader, J./Thiel, A.. (Org.). Welten der Bildung?Vergleichende Analysen von Bildungspolitik und Bildungssystemen. 1ed.Baden-Baden: Nomos, 2011, v. 1, p. 245-266.

• PARREIRA DO AMARAL, M. . Bildungspolitik im Transformationsprozess. International vergleichende Forschung zu Educational Governance und Regimetheorie. In: Schmid, Josef; Amos, Karin; Schrader, Josef; Thiel, Ansgar. (Org.). Welten der Bildung? Vergleichende Analysen von Bildungspolitik und Bildungssystemen. 1ed.Baden Baden: Nomos, 2011, v. 7, p. 245-266.

• PARREIRA DO AMARAL, M. . Educational Governance und Regimetheorie. Die Emergenz eines Internationalen Bildungsregimes. In: Amos, Sigrid Karin. (Org.). Öffentliche Erziehung revisited : Erziehung, Politik und Gesellschaft im Diskurs. 1ed.Wiesbaden: VS Verlag, 2011, v. 1, p. 195-223.

• PARREIRA DO AMARAL, M. . Der Entstehungskontext von Paulo Freires Pädagogik der Unterdrückten. Die politische, sozio-ökonomische und kulturelle Relevanz.. Aspekte der Freire-Pädagogik, Oldenburg, , v. 31, p. 3 - 15, 01 maio 2005.

• PARREIRA DO AMARAL, M. . Economia política cultural. 2015. (Apresentação de Trabalho/Comunicação).

• PARREIRA DO AMARAL, M. . Acesso e acessibilidade da educacao. 2015. (Apresentação de Trabalho/Comunicação).

• PARREIRA DO AMARAL, M. . Acess to education and inequality - re-thinking of EU Policies in terms of Accessibility of Education. 2015. (Apresentação de Trabalho/Congresso).

• PARREIRA DO AMARAL, M. . Komparatistische Methodologie in der Erziehungswissenschaft. Grundlagen der international vergleichenden Forschungspraxis. 2014. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Educação Comparada na Atualidade: Comparação entre Obsolecência e Renascimento. 2014. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Globalisierung im Fokus vergleichender Forschung. 2013. (Apresentação de Trabalho/Simpósio).

• PARREIRA DO AMARAL, M. . Reading Discourses in the Governance of Educational Trajectories of Youth In Europe. 2013. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Juventude, Educação e Trabalho ? A Regulação de Trajetórias Educacionais e a Transição Escola ? Trabalho. 2013. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Hochschulen zwischen Bildungsauftrag und Geopolitik des Wissen. 2012. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Der Vergleich als Methode: Überlegungen zu Funktionen, Dimensionen und metatheoretische Annahmen. 2012. (Apresentação de Trabalho/Congresso).

• PARREIRA DO AMARAL, M. . Políticas Públicas Internacionalizadas. A Perspectiva Neoinstitucionalista. 2012. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Der Vergleich als Methode: Vergleichende Forschungsdesigns und modelle und ihre Prämisssen. 2012. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Armut, Soziale Exklusion und Ungleichheit in Brasilien ? Bildungspolitik als Sozialpolitik. 2012. (Apresentação de Trabalho/Seminário).

• PARREIRA DO AMARAL, M. . A transformação da educação superior: políticas educacionais internacionalizadas e suas implicações para a pesquisa, o ensino e a extensão. 2011. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Globalização, Estado & Educação: Implicações para a Educação Comparada. 2011. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Governance und Deregulierung von Bildung: regimetheoretische Überlegungen zu einem internationalen Trend. 2011. (Apresentação de Trabalho/Simpósio).

• PARREIRA DO AMARAL, M. ; Walther, Andreas ; Litau, John . Access, coping and relevance at local level. A life course approach to the comparative analysis of governance of young people?s educational trajectories. 2011. (Apresentação de Trabalho/Congresso).

• PARREIRA DO AMARAL, M. . Die gesteuerte Governance des Bildungssystems. Eine Fallstudie zu Schulautonomie in international vergleichender Sicht. 2011. (Apresentação de Trabalho/Outra).

• PARREIRA DO AMARAL, M. . Internationales Bildungsregime: International Vergleichende Forschung zu Educational Governance. 2011. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Evaluation Systems in Education: Quality, Equity, and Efficiency of Higher Education in Brazil. 2010. (Apresentação de Trabalho/Comunicação).

• PARREIRA DO AMARAL, M. . Evaluation Systems and the Production of Knowledge for the Governance of Education. 2010. (Apresentação de Trabalho/Comunicação).

• PARREIRA DO AMARAL, M. . World Culture, World Systems, World Society e Educação. 2009. (Apresentação de Trabalho/Comunicação).

• PARREIRA DO AMARAL, M. . International Education Regime. Comparative Research on International Education Governance. 2009. (Apresentação de Trabalho/Comunicação).

• PARREIRA DO AMARAL, M. . Cotas para minorias étnicas no Brasil. 2009. (Apresentação de Trabalho/Comunicação).

• PARREIRA DO AMARAL, M. . Regime Theory and Educational Governance. 2008. (Apresentação de Trabalho/Comunicação).

• PARREIRA DO AMARAL, M. . International Education Regime: The impact of new actors and network constellations in Higher Education Policy. 2008. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Breve História do Ensino Superior no Brasil. 2008. (Apresentação de Trabalho/Comunicação).

• PARREIRA DO AMARAL, M. . O sistema de Ensino Superior na Alemanha e o processo de Bologna: mudanças de grau - graus de mudança. 2007. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Bildungsungleichheit in Brasilien: Übergang ins Arbeitsleben und in die Hochschule. 2007. (Apresentação de Trabalho/Comunicação).

• PARREIRA DO AMARAL, M. . Implications of Regime Theory for Comparative Education. 2007. (Apresentação de Trabalho/Comunicação).

• PARREIRA DO AMARAL, M. . A Teoria Institucionalista na Educação. 2007. (Apresentação de Trabalho/Conferência ou palestra).

• PARREIRA DO AMARAL, M. . Surviving Economic Crises through Education, Global Studies in Education. Bad Heilbrunn: Julius Klinkhardt, 2015 (Resenha).

• PARREIRA DO AMARAL, M. . Crítica ? Pedagogia Crítica, 2015. (Tradução/Outra).

• PARREIRA DO AMARAL, M. . Experiências da Pedagogia Crítica - uma apresentação comparativa entre Brasil e Alemanha. Educação, Semiformação, Deformação através do Ensino, 2015. (Tradução/Outra).

• PARREIRA DO AMARAL, M. . Alexander Kluges Filmtheorie ? rekonstruiert als didaktische Theorie. Wie Kluge in seiner Theorie der Vermittlung ?der immanenten Unwahrheit der Pädagogik? (Th. W. Adorno) entkommen möchte, 2015. (Tradução/Outra).

• PARREIRA DO AMARAL, M. . Adeus Pädagogik, 2015. (Tradução/Outra).

• PARREIRA DO AMARAL, M. . Bildungspolitik im deutschen Sozialstaat. Die soziale Dimension bildungspolitischer Programme und Prozesse in vier Bundesländern. Münster e New York: Waxmann, 2012 (Resenha).

• PARREIRA DO AMARAL, M. . Globales Lösungswissen und die Konstruktion lokaler Probleme. VS Verlag, 2011. (Tradução/Artigo).

• PARREIRA DO AMARAL, M. . Die globale Wirtschaft, Minderheiten und Bildung. VS Verlag, 2011. (Tradução/Artigo).

• PARREIRA DO AMARAL, M. . Politische Kultur der USA. Baden-Baden: Nomos, 2010 (Resenha).

• PARREIRA DO AMARAL, M. . Global Issues and Comparative Education (Perspectives in Education Studies). Bad Heilbrunn 2010 (Resenha).

• PARREIRA DO AMARAL, M. . Venezuela e ALBA: regionalismo contra-hegemônico e ensino superior para todos. São Paulo: EDUSP, 2010. (Tradução/Artigo).

• PARREIRA DO AMARAL, M. . Orality, literacy and reading: differences and complexities facing the public school. São Paulo: EDUSP, 2010. (Tradução/Artigo).

• PARREIRA DO AMARAL, M. . Die Anfänge der Vergleichenden Erziehungswissenschaft im deutschsprachigen Raum Das Wirken des Erziehungswissenschaftlers Friedrich Schneider. Bad Heilbrunn 2009 (Resenha).

• PARREIRA DO AMARAL, M. . Beschreiben ? Verstehen ? Interpretieren Stand und Perspektiven International und Interkulturell Vergleichender Erziehungswissenschaft in Deutschland. Bad Heilbrunn 2009 (Resenha).

• PARREIRA DO AMARAL, M. . OECD: PISA 2006. Schulleistungen im internationalen Vergleich: Naturwissenschaftliche Kompetenzen für die Welt von Morgen, W. Bertelsmann Verlag: Bielefeld 2007, 439 S.. hvv-Institut der Hessischen Volkshochschulverbände gGmbH, 2009 (Resenha).

• PARREIRA DO AMARAL, M. . Außer Kontrolle. Bildung und Erziehung in der ?postnationalen Konstellation, 2009. (Tradução/Artigo).

• PARREIRA DO AMARAL, M. . Gouvernementality revisited: Bourdieu meets Foucault, 2009. (Tradução/Artigo).

• PARREIRA DO AMARAL, M. . Divergence and Convergence in Education and Work. Bad Heilbrunn 2008 (Resenha).

• PARREIRA DO AMARAL, M. . Pädagogik der Autonomie. Bad Heilbrunn 2008 (Resenha).

• PARREIRA DO AMARAL, M. . Education Policies in Europe, Economy, Citizenship, Diversity. Bad Heilbrunn 2008 (Resenha).

• PARREIRA DO AMARAL, M. . New Arenas of Education Governance. Bad Heilbrunn 2008 (Resenha).

• PARREIRA DO AMARAL, M. . Freire, Paulo: Unterdrückung und Befreiung. Münster: Waxmann, 2008 (Resenha).

• PARREIRA DO AMARAL, M. . Die Pädagogik Paulo Freires und ihre Rezeption - eine Sammelbesprechung. Bad Heilbrunn 2008 (Resenha).

• PARREIRA DO AMARAL, M. . Peerless Educator - The Life and Work of Isaac Leon Kandel. Bad Heilbrunn 2007 (Resenha).

• PARREIRA DO AMARAL, M. . Multicultural Science Education. Bad Heilbrunn 2007 (Resenha).

• PARREIRA DO AMARAL, M. . The New Institutionalism in Education. Bad Heilbrunn 2007 (Resenha).

• BRUNO, L. E. N. B. ; PARREIRA DO AMARAL, M. . Bildung und politische Macht in historischer Perspektive, 2007. (Tradução/Artigo).

• Parsons, Carl ; PARREIRA DO AMARAL, M. . Schulische Exklusion: Über die Bereitschaft zu Strafen. Baden-Baden: Nomos, 2006. (Tradução/Artigo).

• Fine, Michelle et al. ; PARREIRA DO AMARAL, M. . Verwahrloste Schulen und protestierende Schülerinnen und Schüler in Kalifornien. Skandalisierung als Bildungsprozess. Baden-Baden: Nomos, 2006. (Tradução/Artigo).

• Amaral, Marcelo Parreira do ; Walther, Andreas ; Litau, John . Governance of educational Trajectories in Europe. Access, Coping and Relevance of Education for Young People in European Knowledge Societies in Comparative Perspective. 2013. (Relatório de pesquisa).

• STAUBER, BARBARA ; Amaral, Marcelo Parreira do . Access and Education: Inequality and Diversity. Governance of Educational Trajectories in Europe. 2013. (Relatório Temático de projeto).

• Amaral, Marcelo Parreira do ; DALE, R. I. . Governance of Educational Trajectories. Governance of Educational Trajectories in Europe. 2013. (Relatório Temático de projeto).

• AMOS, Karin ; PARREIRA DO AMARAL, M. ; TREPTOW, R. . Governance of Educational Trajectories in Europe. National Report High Level Governance Germany. 2012. (Relatório de trabalho).

• BOIS-REYMOND, M. ; ALTINYELKEN, H. K. ; STAUBER, BARBARA ; SVAB, A. ; ULE, M. ; ?IVODER, A. ; PARREIRA DO AMARAL, M. . Governance of Educational Trajectories in Europe. Comparative analysis case studie. 2012. (Relatório de Trabalho).

• DALE, R. I. ; PARREIRA DO AMARAL, M. ; AMOS, Karin ; TREPTOW, R. ; BARBERIS, EDUARDO ; KAZEPOV, Y. . Governance of Educational Trajectories in Europe. Comparative Report High Level Governance. 2012. (Relatório de Trabalho).

• ARO, M. ; JÄRVINEN, TERO ; RINNE, R. ; TIKKANEN, J. ; PARREIRA DO AMARAL, M. ; ET A. . Governance of Educational Trajectories in Europe. Comparative Analysis Institutional Survey. 2012. (Relatório de trabalho).

• PARREIRA DO AMARAL, M. ; Litau, John ; CRAMER, C. ; ULE, M. ; KOBOLT, A. ; LONCLE, P. ; ET A. . Governance of Educational Trajectories in Europe. State of the Art Report. 2011. (Relatório de Trabalho).

• PARREIRA DO AMARAL, M. . Academic Writing and Effective Presenting in English. 2009. (Curso de curta duração ministrado/Outra).

Projetos de pesquisa

• 2015 - Atual

  Young Adulllt, Descrição: Current Lifelong Learning (LLL) policies for young adults in Europe aim both at creating economic growth and, at the same time, guaranteeing social inclusion. However, their distinct orientations and objectives as well as varying temporal horizons may create or exacerbate conflicts and ambiguities thus causing fragmentation, ineffectiveness and/or unintended effects for young people. YOUNG_ADULLLT aims at analyzing the interaction and complementarity of LLL policies and policy-making with other sectorial policies as well as understanding the different ways in which LLL policies are socially embedded in specific regional and local contexts across Europe. The project focuses the interplay of three different analytical levels and perspectives: At the individual level, YOUNG_ADULLLT enquires into how policies? fit and potentials account for young adults? perceptions and expectations, their informal/non-formal competences, thus enabling them to create subjective meaning and continuity along their life courses. At the structural level, it investigates the socio-economic and political conditions of the most effective policies and initiatives related to LLL, youth unemployment, and education/training for young people. At the institutional level, it analyses the embedding of policies in the local and regional frameworks of education, training and the labour markets with particular attention to actors and networks, dynamics, trends, (mis)matches and redundancies.. , Situação: Em andamento; Natureza: Pesquisa. , Integrantes: Marcelo Parreira do Amaral - Coordenador.

• 2014 - Atual

  Juventude e Assistência Estudantil: do direito social à efetivação de uma política pública democrática nos Campus do Instituto Federal de Educação, Ciência e Tecnologia do Ceará, Situação: Em andamento; Natureza: Pesquisa. , Alunos envolvidos: Graduação: (4) / Especialização: (2) / Mestrado acadêmico: (2) . , Integrantes: Marcelo Parreira do Amaral - Integrante / Francisca Rejane Bezerra Andrade - Coordenador / Cavainac, Mônica duarte - Integrante / Grayceane Gomes da Silva - Integrante / Geórgia Patrícia G. Santos - Integrante / Ludimila Façanha Lopes - Integrante / Marcia Lorena Bezerra Peixoto - Integrante / Renata Maria Paiva da Costa - Integrante / Juliane Barros Cruz - Integrante / Kelviane Pontes Vieira - Integrante., Financiador(es): Conselho Nacional de Desenvolvimento Científico e Tecnológico - Auxílio financeiro.

• 2013 - Atual

  mathematics and science for life - MaSciL, Descrição: mascil is aimed at promoting a widespread use of inquiry-based science teaching (IBST) in primary and secondary schools. In addition, we will connect mathematics and science education to the world of work: Both inquiry-based science teaching and the connection to the world of work will make mathematics and science more meaningful to students. When doing inquiry-based tasks, students work like scientists and by doing so, they acquire competencies they need for their future professional and personal lives as active citizens. In a classroom where inquiry-based learning occurs, students take an active role. They pose questions, explore situations, solve problems, find their path to solutions and communicate their reflection. Inquiry-based learning (IBL) can have many faces, dependent on context, target group and learning aims. However, IBL learning approaches all have the shared characteristics of aiming to promote students' curiosity, engagement and learning in-depth. In order to implement inquiry-based teaching and to connect mathematics and science education to the world of work, mascil follows a holistic approach by carrying out a variety of activities, including the development of materials and running professional development courses. Our professional development courses for pre- and in-service teachers start in 2014 and will be supported by teachers from vocational education and representatives from industry. Teachers taking part in our training courses will experience inquiry-based teaching methods and be able to integrate these into their school practice through interative cycles of implementation followed by reflection. The participants will also develop tasks in vocational contexts, leading to a European repository of inquiry-based tasks, which can be found here: classroom material. Our platform for teachers makes it possible for teachers to profit from the international perspective of mascil. To ensure a widespread participation, we will start out either with a small number of teachers who in turn become multipliers of mascil and offer courses to further teachers, or we will - depending on the national context - use e-learning. To promote mascil and make the project known on a wide-spread basis, we will also involve parents, students, school authorities and policy makers with the help of conferences, workshops, publications and round tables. National and European advisory panels are to bring together stakeholders to advise partners throughout the project, whilst policy makers will be reached by workshops and policy papers. Read more about our activities ... To ensure the effectiveness of our work, we will start with a detailed analysis of the different educational systems of the thirteen countries represented by the partner universities and institutes of mascil.. , Situação: Em andamento; Natureza: Pesquisa. , Integrantes: Marcelo Parreira do Amaral - Coordenador.

• 2010 - 2013

  GOETE - GOVERNANCE OF EDUCATIONAL TRANSITIONS IN EUROPE. Access, Coping and Relevance of Education for Young People in European Knowledge Societies in Comparative Perspectives, Descrição: In European knowledge societies adequacy of education means a balance of individual, social and economic aspects. This is operationalised by exploring how educational institutions conceptualise and organise individual educational trajectories. The study covers the period from transition into lower secondary education to transition into upper secondary education/vocational education and training, i.e. the age group between 10 and 16 years. Comparative analysis will focus on the regulation of access to education, of support measures for coping with education and of securing the relevance of education for social integration and the labour market. In 8 EU countries the mixed-method study involves surveys with students, parents and school principals; comparison of teacher training; case studies of local school spaces; discourse analysis; expert interviews with policy makers and stakeholders. On a scientific level, the comparison of the regulation of educational trajectories involves re-conceptualising the social aspects of learning and education under conditions of late modern knowledge societies. It reflects the need for formal education to be embedded in social life worlds, enabled by social support, and complemented by informal and non-formal learning. On a practice and policy level, it will provide information about alternative means of providing children and young people with access to education; of supporting them in coping with education and ensuring the relevance of education by communication and cooperation between school, labour market, other educational actors, students and parents. The communication of findings will include a dialogic model of educational policy planning at local level, training workshops with teachers, youth workers and policy makers, and a European policy seminar.. , Situação: Concluído; Natureza: Pesquisa. , Integrantes: Marcelo Parreira do Amaral - Integrante / Andreas Walther - Coordenador., Financiador(es): Comissão Européia - Auxílio financeiro.